F0R  TOUNG ;  CHIi^ilEM 


A  MAMJAt  TO. 


FLQRENCl  U.  PALMEiR, 


THE  MACKILLaw  CCh 


UiHHR$Sintll%{i»fl«i{iwsHRm{flinmmmm»n!m>in4!i 


BV  1540  .P3  1900 
Palmer,  Florence  U. 
One  year  of  Sunday  school 
lessons  for  young  children 


Sun^a^  School  Xcseons  for  IPouno  Chil^rcn 


^^^°- 


H  little  cbilt)  sball  lea&  tbem 

Isaiah  11  :  6 


THE  CHRIST  CHILD 


ONE  YEAR  OF 

SUNDAY  SCHOOL  LESSONS 

FOR  YOUNG  CHILDREN 


H  fiDanual  for 
ITcacbcre  anb  parents 


PRESENTING    A    SERIES    OF    SUNDAY    SCHOOL   LESSONS 

SELECTED,  ARRANGED,  AND  ADAPTED 

FOR    THE    USE    OF   THE    YOUNGEST   CLASSES 


FLORENCE    U.  PALMER 


THE    MACMILLAN    COMPANY 

LONDON:    MACMILLAN    &    CO. 
1900 

All  rights  reserved 


Copyright,  1899 
By   FLORENCE    U.  PALMER 


JOount  ©Icaaant  ©rinterp 

J.  Horace  McFarland  Company 
Harrisburg.  Pa. 


PREFACE 

[ENTURIES  ago  a  great  philosopher  wrote:  "When  I 
was  a  child,  I  understood  as  a  child."  But  it  was 
left  for  a  later  age,  for  Pestalozzi  and  Frobel,  for 
the  psychologists  of  our  own  day,  to  discover  how  the 
child  "understood."  Upon  this  discovery  is  being  builded 
a  new  education. 

The  old  axiom,  "two  bodies  cannot  occupy  the  same  space  at 
the  same  time,"  is  true  in  the  physical  world;  but  in  the  mental 
world,  she  who  is  to  touch  the  life  of  a  child  must  put  herself 
in  his  place  —  must  see  from  his  point  of  view.  For  the  time 
her  mode  of  thinking,  the  mode  of  the  mature  mind,  must  be 
set  aside.  She  is  to  think  along  the  same  channel  with  the 
mind  of  the  child,  whose  life  can  be  measured  in  months  —  she 
is    to    understand    as    a    child. 

•0 

Linguists  tell  us  they  think  in  a  foreign  language.  The  task 
of  the  linguist  is  precisely  the  task  of  the  teacher.  She  must 
study  the  child's  language  until  she  can  think  in  it.  In  other 
words,    she   must    discover  his   mode    of    thought. 

Have  you  ever  been  reminded  how  far  away  your  thought 
was  from  the  child's?  A  father  said  to  his  four-year-old 
daughter:  "I  am  going  to  New  York  tomorrow,  and  then  I  am 
going  across  the  big  ocean  to  Europe."  She  immediately  asked  : 
"Shall  you  drive  old  Doll?"  The  father  was  thinking  in  his 
world ;  the  child  in  her  own.  She  had  never  been  far  from 
home,    and    the   one    city   that    she   had   visited   was    within    driving 

(v) 


Vi  PREFACE 

distance.  Her  question  was  a  natural  one.  Even  if  she  had 
traveled,  she  could  not  grasp  the  thought  of  the  miles  to  be 
traversed,  for  a  young  child   has  little  conception  of   distance. 

Question  the  first  child  (the  reference  is  always  to  the  young 
child)  you  meet,  and  his  answer  will  prove  that  miles  and  furlongs 
mean  nothing  to  him.  Study  his  answers,  and  you  will  learn  that 
distance,  express  it  as  you  will,  does  not  interest  him.  The  fact 
that  one  city  is  so  far  from  another  adds  nothing  to  the  story. 
The  child's  hero  may  travel,  but  how  far  he  goes  is  no  matter : 
"Why  did  he  go?"  and  "What  happened!"  are  the  questions  in 
point.  It  is  action  the  child  craves,  and  the  swifter  event  follows 
event  the   better   he   likes   it. 

While  his  hero  is  "doing,"  he  is  content  —  the  "where"  and 
the  "when"  matter  little  to  him.  To  be  sure,  he  asks  "When  is 
my  birthday?"  but  the  only  impression  he  receives  from  the 
answer,  "Months  from  now,"  is  that  he  has  a  long  time  to  wait. 
A  mother,  in  trying  to  answer  this  very  question,  found  she  could 
give  her  child  no  conception  of  when  his  birthday  would  come 
until  it  was  so  near  that,  as  he  expressed  it,  "It's  two  sleeps 
and  then  it's  my  birthday!"  Why  should  we  expect  a  mind, 
the  life  of  which  can  be  measured  in  months,  to  catch  the  thought 
of  time  as  expressed  in  months  and  years?  A  child  can  have 
as    little   conception   of    time    as   of    distance. 

The  child  has  no  past.  His  short  life  has  contained  only  two 
or  three  important  events.  Can  he  grasp,  in  their  connection  with 
each  other,  the  incidents  in  the  history  of  a  life  or  lives?  If  a 
long  series  of  events  are  presented  to  him  in  story  form  (one 
event  in  a  story),  can  he  hold  their  connection?  At  the  end  of 
the  last  story  will  he  have  a  picture  of  the  line  of  events  ?  To 
speak  briefly,  if  it  is  the  history  of  a  life,  or  of  a  people,  will 
he  grasp  it  as  a  whole? 


PREFACE  Vll 

Who  cannot  put  his  finger  on  the  Bible  stories  that  he  loved 
as  a  child"?  They  stand  out,  one  here  and  one  there.  Those 
that  pertain  to  child -life  appear  the  most  vivid  —  the  boyhood 
stories  of  Joseph  and  David.  But  what  of  those  lives  as  a 
whole,    the   progress   of   events   to   the   end? 

Where  is  the  man  or  the  woman  who,  as  a  child,  grasped  the 
thought  of  the  long  journey  of  the  Children  of  Israel?  What 
impression  was  left"?  Now  and  then  "a  good  story,"  in  that  long 
series  of  stories,  left  its  picture ;  and  that  story  is  remembered 
quite   apart    from   the   rest. 

Not  that  the  story  of  the  Children  of  Israel  should  not  be 
told  the  young  child,  but  it  should  be  told  as  a  whole.  In  a  few 
minutes  the  child  can  hear  of  the  few  events  that  will  most  im- 
press him  in  the  journey  of  that  Family  of  Children  whom  the 
Father  cared  for.  He  can  be  told,  in  his  own  language,  and 
briefly,  of  the  journey  from  start  to  finish.  When  t»he  story  is 
thus  presented  the  events  will  not  only  appear  in  their  connection, 
but  he  will  see  in  those  events  the  loving  care  of  the  Father. 

"Are  the  'good  stories'  of  the  Children  of  Israel  to  be  taken 
from  the  young  child?"  some  one  asks.  The  plea  is,  not  to  take 
away  the  stories,  but  to  remove  the  burden  of  their  chronological 
connection.      Tell  the  stories,  but  let  each  be  complete. 

To  select  a  good  story  and  to  tell  it  is  art ;  but  this  is  not 
all  :  if  the  story  is  to  touch  the  life  of  the  child  it  must  have 
some  connection  therewith  ;  its  hero  must  be  the  embodiment  of 
some  principle  of  right  living  that  he  can  put  into  practice ;  his 
action   must    be   such    that   the   child   can   do   likewise. 

But,  even  when  it  is  possible  for  him  to  imitate  his  hero, 
the  mind  of  a  young  child  does  not  respond  at  first  call.  The 
mother  finds  it  takes  time  and  patience  to  teach  her  child  a  single 
truth.     Should  the  teacher,  who  sees  him  once  a  week,  expect  more? 


Vlll  PREFACE 

If  a  truth,  or  principle,  is  to  leave  its  impression  it  must  be 
presented  again  and  again ;  the  first  Sunday  he  can  do  little 
more  than  grasp  the  thought ;  the  second,  when  he  sees  the  same 
principle  represented  in  the  action  of  a  new  hero,  it  will  begin  to 
make  an  impression ;  on  the  third,  when  perhaps  he  recognizes  it 
in  the  life  of  the  Christ,  he  may  resolve  to  do  likewise.  Even 
then  he  must  be  reminded  again  —  and  the  reminding  must  be 
so  tactfully   done   that    he   is   entertained    by  it. 

To  do  this,  one  must  understand  as  a  child ;  and,  looking  into 
the  face  of  the  four -year -old  boy,  say  :     "  Thy  way  is  my  way." 

I  know  a  kindergartner  who  goes  into  the  kindergarten  room 
when  she  prepares  her  work  for  the  children.  There  the  children 
seem  to  be  with  her  and  she  is  with  them.  There  their  ways 
are   her  ways  as   she   plans  for   their   work   and  their  play. 

Come  with  me  into  a  room  where  there  are  children.  Real 
people  are  these.  Their  ways  are  not  our  ways ;  but,  as  the 
missionary  must  acquire  a  new  language  if  he  is  to  tell  his  pupils 
the  story  of  Jesus,  so  we  must  acquire  the  ways  of  this  people  if 
we   would  possess   the   only   means   of    touching   their  lives. 

Here,  with  the  children  around  us,  let  us  work  together. 
If  some  of  the  methods  we  take  up  seem  strange  and  new, 
remember  we  are  learning  to  think  with  the  child,  and  to  preserve 
for   him   the   ways   of   childhood. 

In     the     preparation     of     the     following     lessons,    I     gratefully 

acknowledge     the    aid    of    my    sister,     Loie     S.     Palmer,    who     has 

not    only    been    a    co-worker,    but-    has    experienced    many    of     the 

lessons    with    the    children. 

F.    U.   P. 


INTRODUCTION 

N    OFFERING    the    Lessons    here   presented,   I    would   like 
to   direct  attention    to   three    points: 

I.     They  are   presented  (with  few  exceptions)  in  story- 
form.     The  story  selected  may  contain  several  truths;   but, 
as    the    child    can   grasp    but    one    truth    at    a   time,    the 
story  is  told  now  for  the  purpose  of  pointing  one  truth. 
In  other  words,  it  has  one  point,  and  one  only. 

II.  The  truth  is  one  that  touches  the  daily  life  of  the  child ; 
that  is,  a  story  is  told  from  a  point  of  view  that  will  bring  it 
within  the  child's  realm  of  thought  and  of  action.  For  example, 
the  story  of  Noah  is  told,  not  in  its  historical  connection,  but  because 
the  hero  of  the  story  was  an  obedient  child  of  the  Father. 

III.  Several  stories  relating  to  the  same  truth,  or  principle 
of  right  living,  are  presented  in  a  sequence.  In  other  words, 
the  Lessons   are   presented   under   Topics. 

In  presenting  these  Lessons,  the  aim  has  been  to  give  them  in 
the  order  that  will  make  the  strongest  impression  upon  the  child- 
mind,  all  historical  or  chronological  connections  being  set  aside. 

While  each  lesson  has  been  prepared  with  these  three  points 
in  mind,  yet  the  intention  has  been  to  make  the  lesson  suggestive 
rather  than  stereotyped.  For  example,  in  the  "Point  of  Contact," 
or  introduction,  of  each  lesson,  a  line  of  thought  is  suggested  to 
catch  the  attention  of  the  child.  At  the  same  time  the  individ- 
uality of  the  teacher  is  to  be  maintained  by  leading  the  children 
along   the   suggested   line,  in   her   own   way,  to    the  Lesson  Story. 

(ix) 


X  INTRODUCTION 

If  the  story  seems  short,  keep  in  mind,  first,  that  it  is  for  the 
young  child  ("A  little  seed  best  fits  a  little  soil"),  whose  mind 
can  be  held  upon  one  line  of  thought  but  a  short  time  ;  and 
second,  that   the   story  is   only  a   part   of   the   lesson. 

The  young  child  is  naturally  restless.  More  time  is  often 
required  in  gaining  his  attention  than  it  would  be  wise  to  use 
in   attempting   to   hold    it   through   a   long   story. 

Much  time  should  be  given  to  the  songs.  Motion  exercises, 
such  as  soft  clapping  with  the  hands,  should  be  introduced  and,  if 
the   room   will   allow,  marching   to   music. 

It  is  expected  that  every  teacher  will  make  a  thorough  study 
of  the  Bible  story  to  be  presented.  If  a  teacher  chooses  to  make 
use  of  these  Lessons  with  more  matured  children  in  the  upper 
Primary  grades,  she  can  glean  by  study  such  other  material  as  will 
be   of   interest   to   older   children,  and   weave    it   into   the    story. 

The  task  of  presenting  the  Bible  stories  and  truths  to  the 
child   is   yours.       What   shall  I  say  of   it  ? 

To  slowly  awaken  within  the  child -mind  a  love  for  its  Crea- 
tor ;  to  mould  and  guide  that  love,  causing  it  to  feel  the  infinite 
love  of  its  divine  Saviour  ;  to  implant  within  the  soul  a  reverence 
for,  and  delight  in,  the  study  of  the  Word  and  the  Church,  is 
the  noblest  work  God  ever  entrusted  to  those  whom  He  has 
created   in  His    own    image. 

To  plan  work  for  another  to  execute  under  unknown  cir- 
cumstances is  difficult.  The  work  is  sent  forth  trusting  that 
those  who  would  criticise  will  say  with  me,  "The  high  ideal  has 
not  been  reached ;  but  In  His  Name  we  are  striving  for  it  ; 
In  His  Name  we  are  hoping  to  gain  it.  *  Be  of  good  courage, 
He  will  strengthen  your  heart  ;  press  toward  the  mark,  for  God 
always   causeth   us   to   triumph.'"  F     U     P 


NOTE 

To  aid  the  teacher,  the  lessons  are  arranged  according  to  the  sea- 
sons. Otherwise,  as  they  include  Nature-work,  they  could  not  be 
presented  precisely  as  the  teacher  is  to  give  them. 

However,   where   a   teacher   chooses   to   rearrange    the   topics,   she 
will  find   in  the  year's  work  but   two  topics   ("Easter"   and  "Christ 
mas")   which  cannot   be    presented   at  any  season.      She  has  only  to 
change  the  Nature -work,  introducing  the  work  of  the  season  in  which 
she  wishes  to  present  it. 

The  lessons  can  be  introduced  into  a  school  at  any  time  in  the 
year.  The  teacher  can  take  up  the  work  with  the  topic  that  comes 
in  the  season  in  which  she  wishes  to  begin  (this  is  the  easier  way),  or 
she  can  begin  with  the  first  topic,  arranging  her  own  Nature-work, 
and  simply  reserving  the  "Easter"  and  "Christmas"  topics  for  the 
Easter  and  Christmas  seasons. 

The  Nature -work  of  Topic  I  begins  with  the  opening  of  the  year. 

The  Lessons  are  so  arranged  that,  beginning  with  Topic  I  on  the 
first  Sunday  in  January,  the  Easter  and  Christmas  Sundays  will  fall 
within  the  "Easter"  and  "Christmas"  topics. 

Every  lesson  is  illustrated  by  a  picture.  Most  of  these  are  from 
the  works  of  the  masters.  [The  picture,  with  topic  and  text,  is 
printed  upon  a  card  which  the  child  receives.  Each  card  is  punched 
with  two  holes  in  the  left  side,  by  which  they  can  be  tied  into  book- 
lets with  silk  cords,  or  bound  with  cloth  binders  or  paper  covers, 
fastened  with  brass  fasteners,  to  be  procured  at  any  book  store. 
Where  schools  cannot   afford   cards  every    Sunday,   give   the  children 

(xi) 


Xii  NOTE 

the  advantage  of  the  picture  in  the  Manual,  and  present  cards 
on  extra  occasions.  See  notice  of  the  cards  at  the  close  of  the 
Manual.] 

The  Manual  provides  the  teacher  with  songs,  and  songs  outside  of 
the  Manual  are  suggested.  Most  of  these  are  from  the  pamphlet, 
"Song  Stories  for  the  Sunday  School"  (price  fifteen  cents),  pub- 
lished by  the  Clayton  F.  Summy  Company,  220  Wabash  avenue, 
Chicago,  111. 


CONTENTS 

PAGE 

Preface    v 

Introduction ix 

Note xi 

Topic  I,  Good  Cheer 1 

1.  Christ   and    His    Friends 3 

2.  Christ    and   the    Sick    Man 8 

3.  The    Storm 12 

4.  The  Shepherd  Boy 17 

5.  David    Cheers    the    King 21 

6.  Christ  and    the    Storm 24 

Topic   II,   Obedience 27 

1.  Naaman  and   Elisha 28 

2.  Joseph  Obeys   His    Father 33 

3.  Noah's   Ark 36 

4*    The   Garden    of  Eden 39 

5.    Christ  and   the   Fishermen 43 

Topic   III,  Easter 46 

1.  Nature's  Awakening  (How  the  Bulb   Becomes  an   Easter  Lily)  ....  48 

2.  The    Eisen    Christ ; 53 

3.  He  Is  Risen 56 

4.  The  Heavenly  Home 59 

Topic  IV,  Ready 62 

1.  Ready  for  Spring 64 

2.  The  Clock 67 

3.  Miriam  and  Moses 72 

4.  The  Good  Samaritan 75 

5.  The  Foolish  Vii-gins 78 

6.  Gideon's    Army 81 

7.  The  Christ  (  Ever    Ready  ) 84 

8.  At  the  Last    Supper 87 

(xiii) 


XIV  CONTENTS 

PAGE 

Topic  V,  Service 90 

1.  Rain  Drops  and  Flowers — (The  Interdependence  of  Nature  upon  Nature)  92 

2.  Rebecca  at  the  Well 96 

3.  Christ  the  Carpenter 100 

4.  The   Christ  (and  Lazarus) 104 

5.  Mary's  Loving  Service  (The  Alabaster  Box) 107 

6.  Service  (Review  of  Topics,  "Good  Cheer,"  "Obedience,"  "Ready")    .  110 

Topic  VI,  The  Church 113 

1.  The  Altar 115 

2.  The  Builded  Church 119 

3.  Going  to  Jerusalem 124 

Topic  VII,  The   Sabbath 128 

1.  The  Lost  Sheep 129 

2.  One  Sabbath  Day  in  Christ's  Life 133 

3.  The  Sabbath  Day.     (How  to  make  it  the  best  day.    By  being  more  cheer- 

ful, obedient,  ready,  and  helpful  on  that  day.      Review  of  Topics)    .  136 

Topic  VIII,  Loving  Care 139 

1.  The  Child  Samuel 142 

2.  The   Prodigal    Son 146 

3.  Joseph  in  Egypt.     (The  child's  care  for  the  parent) 150 

4.  The  Christ.     (His  loving  care  for  His  mother) 154 

5.  The    Father's    Care  over   Nature 158 

6.  Ruth,  the  Gleaner 165 

7.  Jacob's  Dream 170 

8.  The  Children  of  Israel 174 

9.  Christ  and  the  Children 178 

Topic  IX,  Let  Others  Be  First 181 

1.  The   Good    Shepherd 183 

2.  Abraham  and  Lot 187 

3.  Ruth    and    Naomi 191 

4.  "  The   King    of   The    Golden    River,"  by  John    Ruskin,  or  "The    Two 

Mites" 195 

Topic  X,  Christmas 202 

1.  The  Wise  Men 204 

2.  Nature's  Gifts 210 

3.  God's   Greatest  Gift 214 

4.  A  Christmas  Gift 218 

5.  The  Christmas  Festival.     (Review) 223 

Chronological   Index 225 


LIST   OF   ILLUSTRATIONS 


The   Christ   Child Murillo  .    .    . 

Head  of   Christ Hofmann  .   . 

Jesus  Healing  the  Man  of  the  Palsy Bida    .... 

The  Breaking  Wave James     .    .    . 

Young  David Gardner    .    . 

David  with  Harp Rubens  .    .    . 

Jesus  "Walking  on  the  Sea Dor6    .... 

River   Jordan     

Flock  of  Sheep Hunt  .... 

Return  of  the  Dove Oppenheim  . 

Adam  and  Eve   Driven  out  of   Eden Dor6    .... 

Christ  and  the  Fishermen Zimmermann 

Summer   Pleasures Ploekhorst     . 

"  Touch  Me  Not" Schonherr     . 

The  Resurrection Maaek    .    .    . 

Ascension  of  Christ Biermann 

A    Resting   Place Laux  .... 

"  Want  to  see  Wheels  go  Round  " Goodman  .    . 

Miriam Hensel   .    .    . 

The   Good    Samaritan Rembrandt    . 

The  Foolish  Virgins Bida    .... 

War   Scene Checa     .    .    . 

Christ  Blessing  the  Children Ploekhorst    . 

Jesus  Washing  the    Feet  of   His  Disciples  .    .  Bida    .    . 

Rose  Among  the  Heather Schwenzen    . 

Rebekah  at  the  Well Elmore  .    .    . 

Figure    of   Christ Hofmann  .    . 

Bethany Hofmann  .    . 

Christ  and  the  Sinner Hofmann  .    . 

"  Good   Night "      

Abraham's  Oak 

Solomon's  Temple 

Christ  in  the  Temple Hofmann  .    . 

(XV) 


Frontispiece 


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12& 


XVI  LIST     OF    ILLUSTEATIONS 

SUBJECT                                                                                  ARTIST  PAGE 

"  Lost " De  Cock 131 

Jesus   Preaching  from  the   Ship Hofmann 134 

Shepherd  Boy Murillo 137 

Infant   Samuel Sir  Joshua  Reynolds 143 

Parable  of  the  Prodigal  Son Molitor 148 

Oriental  Caravan ' 151 

Christ  Taking  Leave  of   His  Mother Ploekhorst 156 

Little    Freehold   (Squirrels) S.    J.   Carter 160 

Ruth Bruck 167 

Vision  of  Jacob's  Ladder Murillo 171 

Moses   Smiting   the    Rock Murillo 176 

Christ   Blessing  Little   Children Hofmann 179 

The  Good  Shepherd Fra  Angelica 185 

Head  of  Egyptian  Sheik 189 

Ruth   and    Naomi Calderon 192 

An  Open  Valley 199 

Journey   of   the   Magi Portaels 206 

The    Challenge Sidley 212 

Tie  Nativity Le  Rolle 216 

Christmas  Chimes Blashfield 220 

Sistine  Madonna Raphael 223 


MUSIC 


Winter  Hymn Agnes  R.  Bacon 7 

Morning  Prayer K.  D.  W 16 

Little  Soldiers  of  the  King Mrs.  A.  C.  Blodgett 32 

Waiting   to    Grow Amanda  Turner 42 

Easter  Song E.  S 52 

Good  Morning,  Dear  Children Adapted 71 

What  the  Little  Things  Said Harriet  P.  Sawyer 95 

Good  Morning  Song Caro  A.  Dugan 164 

Jesus  Loves  Me  (words  only) Adapted.     Francis  E.  Newton  .  169 

The  First  Christmas Margaret  Bradford  Morton  .    .   .  209 


(Soob  Cbeer 


WINTER  SEASON 


Let  not  your  heart  be  troubled.  —  John  14:1, 

God's  in  His  heaven  — 

All's  right  with  the  world. — Browning. 

^HIS  topic  lias  been  elioseu  for  the  following  reasons: 
I.  Good  Cheer  is  within  the  child's  experience. 
Every  day  an  interrupted  plan  for  play  or  work, 
sickness  or  a  disappointment  that,  to  the  child, 
brings  keen  sorrow  and  is  as  real  as  life  itself, 
calls  forth  his  effort  to  "  be  of   good  cheer." 

II.  Winter,  with  its  snow,  ice,  skating,  sleighing  and 
coasting,  is    a    season    of    Good   Cheer. 

III.  The  Happy  New  Year  has  just  arrived.  It  is  to 
be  a  year  of  Good  Cheer.  Nature  is  already  doing  her 
part.  Teachers  and  children  are  to  begin  at  once  to  do 
their  part  by  helping  themselves,  one  another,  and  all  with 
whom  they  come  in  contact,  to  "  be  of  good  cheer."  In  so 
doing  (as  the  lesson  stories  are  to  show),  they  are  follow- 
ing the  example  of  some  of  the  world's  noblest  heroes, 
and   of   Christ,  the    King   of   Kings    and    Lord    of   Lords. 

The  topic  will  be  presented  in  a  series  of  six  lessons, 
which  can  be  introduced  at  any  season  of  the  year.  See 
note,  page   xi. 

Lesson  I.  Nature's  Good  Cheer  on  this,  an  opening  day 
of  the  New  Year,  and  Christ's  command  to  "be  of  good 
cheer"  all  the   days.     John  is,  i-i,  15,  16. 


(1) 


2  GOOD     CHEER 

Lesson  II.  Helping  others  to  be  of  Good  Cheer :  Christ 
helping   the    sick  of   the   palsy.     Matthew  9. 

Lesson  III.  Good  Cheer  in  danger,  or  whenever  circum- 
stances are  not  conducive  to  good  cheer :  Paul  in  the  storm 
bids    the    sailors   "be   of   good   cheer."     Acts  27. 

Lesson  IV.  Good  Cheer  in  e very-day  life :  The  Shep- 
herd   Boy's    (David's)    Good    Cheer  at   all   times    and   in   all 

kinds     of    weather.       I  Samuel.     Psalms  8,  19,  23,  29. 

Lesson  V.  The  child  of  Good  Cheer  is  the  most  help- 
ful  child:     The    Shepherd    Boy   summoned   to    cheer   a   king. 

I  Samuel  16. 

Lesson  VI.  Christ's  Good  Cheer  at  all  times,  with  the 
sick  and  the  well,  by  night  and  day,  in  sunshine  and  storm. 
Matthew  14.  "  For  I  havc  given  you  an  example,  that  ye  should 
do  as  I  have  done  to  you."     Johu  i3:  15-17. 


GOOD     CHEER 


LESSON    I 

Cbri9t  an^  1bi9  l^rlen^0 

Lesson  I  simply  introduces  the  topic.  It  shows  that 
Nature  designed  us  to  be  of  good  cheer,  and  Christ  com- 
manded us  to  "be  of  good  cheer." 

Central  Thought.— Nature's  good  cheer,  and  Christ's  com- 
mand:   "Be  of  good  cheer." 

Text.— Be  of  good  cheer.     John  16:33. 
Picture.— The  Christ.     Hofmann. 
Song.— Winter  Hymn. 

LESSON  OUTLINE 

I.  Point  of  Contact.  —  The  Point  of  Contact,  or  Lesson 
Introduction,  is  for  the  purpose  of  catching  the  child's  attention. 
It  has  to'  do  with  something  about  which  the  child  already  knows, 
and  in  which  he  is  interested.  Taking  advantage  of  this  interest, 
the  .teacher  questions  him  about  this  something,  gains  his  attention, 
and  leads  him  to  the  Lesson  Story.  See  The  Point  of  Contact 
in    Teaching,  by    Patterson   Du   Bois. 

In  Lesson  I,  begin  by  talking  with  the  children  about  the 
Happy    New    Year. 

II.  Nature's  good  cheer  on  this  day  of  the  New  Year.  "From 
every  object  of  Nature  there  is  a  way  to  God.  The  things  of 
Nature  form  a  more  beautiful  ladder  between  heaven  and  earth 
than   that   seen   by   Jacob." — Frdlel. 

"If   there   is   anything   that   needs    nature    it    is   religion." 

— G.    Stanley  Hall. 

III.  After  their  last  supper  together,  the  Christ  bids  his 
friends   "be    of    good   cheer"    all   the   days.      John  13,  14,  15,  16. 

Note  1. — The  Point  of  Contact  (or  Introduction)  is  often  the  most  important 
part  of  the   lesson.     It  not  only  catches  the  child's  attention,  but  it  gives   him  an 


GOOD     CHEEK 


opportunity  to  express  himself.     While  it  should  not  be  prolonged,  plenty  of  time 

should  be  taken  for  it. 

Note  2. — Tn  the   following   lesson,  ten  minutes,  at   least,  should   be  devoted 

to  drawing  the  attention  of  the  children  to  the  New  Year  and  the  Good  Cheer  in 

Nature  at   the  New  Year's  season,  and  in  inducing   them  to  talk  of,  to  tell   about 

the  good  times  the  snow,  ice, 
skating,  and  sleighing  bring 
to  them.  Child-life  is  full 
of  sunshine.  Let  that  life 
feel  that  Nature,  as  we  see  it 
in  the  outside  world,  is  the 
bestower  of  much  of  that  sun- 
shine, or  good  cheer. 

Note  3.  — The  song,  "The 
Winter  Hymn,"  is  one  of  grati- 
tude to  the  Father  for  Nature's 
gifts  in  winter.  It  should  be 
''developed"  one  line  at  a  time. 
Develop  by  means  of  questions. 
Draw  from  the  children  stories 
of  winter  days,  snow  and  its 
use,  sheep  and  their  warm  coats 
of  wool,  birds  and  their  feath- 
ery coats,  home,  and  food.  Let 
them  feel  all  to  be  gifts  from 
the  Father.  For  which  "  Let  us 
praise  Him,  God  is  good!'-' 

With  the  lessons,  new  songs 
are  constantly  suggested,  but 
they  are  not  to  crowd  out  the 
old  ones.  If  the  children  love 
their  old  songs  let  them  sing 
them.  Let  them  have  both  the 
old  and  the  new. 


"  Be  of   Good  Cheer  " 

John  16  :  33 


Hofmann 


THE   LESSON 


Point  of  Contact :  The  other  night,  as  the  clock  was 
striking  twelve,  something  came  to  town.  Does  anyone  know 
what  it  was?  And  in  the  morning  we  wished  our  friends  A 
Happy ! 


GOOD     CHEER  5 

This  New  Year  is  to  bring  days  and  days,— Mondays, 
Tuesdays,  Wednesdays,  Thursdays,  Fridays,  Saturdays  and 
Sundays, — warm  days  and  cold  days,  cloudy  days  and  sun- 
shiny days,  summer  days  and  winter  days  like  today. 

Already  it  is  a  Happy  New  Year.  Today  has  brought 
snow  and  ice^  Who  can  help  being  full  of  good  cheer  when 
winter  is  here  and  a  day  comes  like  today? 

Do  you  know  this  is  such  a  wonderful  and  beautiful  world 
that  when  Christ  was  here  He  used  to  look  around  upon  it, 
call  His  friends  to  Him,  and  ask  them  to  look  at  it  too. 
He  used  to  point  to  the  birds  and  flowers-,  the  sparrow  and 
the  lilj^^,  and  tell  the  people  the  Father  had  made  these 
things  for  them  to  enjoy^,  and  that  because  of  them  they 
should  "be  of  good  cheer"  all  the  days. 

STORY 

John  13:  14,  15,  16 

One  evening,  just  before  the  Christ  was  going  away  from 
this  world,  after  He  and  His  friends  had  been  eating  their 
last  supper  together,  He  gathered  those  friends  around  Him. 
He  told  them  He  must  go  to  the  Father,  and  He  talked  with 
them  of  the  days  that  were  coming  to  them  after  He  was 
gone,  as  we  have  been  talking  of  the  days  that  are  coming 
to  us.  The  voice  of  the  Christ  was  very  gentle  that  night, 
and  the  light  in  His  eyes  told  those  friends  that  He  loved 
them    and   wanted   to    help    them.     He    told   them   what   kind 

1.  Adapt  the  story  work  to  the  weather,  finding  good  cheer  in  storm  or  sunshine,  rain  or 
snow.     The  teacher  should  iise  questions  freely,  drawing  these  thoughts  from  the  children. 

2.  "Jesus'  parables  prove  that  He  loved  Nature.  He  often  made  use  of  its  lessons  in  teaching. 
He  knew  the  manner  of  life  of  the  animals  in  the  woods,  the  fields,  on  the  farm.  He  was 
familiar  with  the  fold  into  which  the  flocks  are  gathered  at  night,  the  shepherd  who  seeks  the  stray 
sheep,  the  hen  calling  her  chickens,  the  time  required  for  a  grain  of  mustard  seed  to  become  a  tree, 
the  destiny  of  the  different  seeds  cast  by  the  sower,"  etc.— Patterson  DuBois. 

3.  Matthew  10:  29,  30,  31. 

4.  Matthew  6:  28,  29,  30. 


b  GOOD     CHEER 

of  days  would  come.  They  were  to  be  just  such  days  as 
come  every  year,  just  such  days  as  girls  and  boys  find 
now  when  they  wake  up  in  the  morning :  warm  days  and 
cold  days,  sunshiny  days  and  cloudy  days,  summer  days 
and  winter  days. 

While  the  Christ  talked  of  the  days,  His  friends  came 
closer  to  Him,  and  it  grew  still.  They  wanted  to  hear 
every  word.  Again  He  spoke ;  now  His  voice  was  more 
gentle  than  ever.  He  said:  "In  all  the  days  remember  Me 
and  Be  of  Good  Cheer.  In  the  bright  and  dark  days,  the 
sunshiny  days,  and  stormy  days.  Be  of  Good  Cheer ;  in  the 
warm  days  and  cold  days,  spring  days  and  autumn,  summer 
days  and  winter  days.  Be  of  Good  Cheer? "^ 

Shall  we  say  those  words,  "Be  of  Good  Cheer?" 
Today  we  have  a  picture  of  the  Christ,  as  a  great  picture- 
maker  thought  He  must  have  looked.    The  picture  is  yours  to 
take  home.     Under  it   are   Jesus'   own   words:    "Be  of   Good 
Cheer." 


1.    John  16  :  33 


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(7) 


8  GOOD     CHEER 

LESSON     II 

Christ  an^  the  Qich  flHan 

Today  we  see  the  Christ  putting  His  own  words  into  practice, 
stretching  forth  His  hand  to  help  one  who  was  sick  of  the 
palsy.  At  the  moment  when  encouragement  is  needed  we  hear 
Him  say:  "Child,  be  of  good  cheer."  For  this.  His  sympathy 
with  man  in  his  physical  as  well  as  moral  needs,  His  compas- 
sion for  a  sick  and  helpless  child,  and  His  readiness  to  help, 
we  adore  His  Holy  Name.  The  story  finds  response  in  every 
sympathetic  heart.  "If  I  can  put  one  touch  of  a  rosy  sunset 
into  the  life  of  any  man  or  woman,  I   shall  feel  that  I  have 

worked   with    God. ^'—George  Macdonald. 

Central  Thought.— Whom  can  I  help  to  be  of  good  cheer  ? 
TEXT.-"Child,i  be  of  good  cheer."     Matthew  9:2,  R.V. 
Picture.— Jesus  Healing  the  Man  of  the   Palsy.     Bida. 

LESSON    OUTLINE 

I.  Point  of  Contact:  Outdoor  life:  Snow,  ice,  sleds,  skates,  snow- 
men, sleigh -rides,  and  other  Winter  sports.  The  good  cheer  of  the 
Winter  season. 

II.  Our  sick  friend  (one  of  the  Sunday  School  children)  in  the 
house. 

III.  Jesus  helps  the  sick  man  to  be  of  "good  cheer."  Matthew  9. 
Mark  2.     Luke  5. 

IV.  Whom  can  we  help  to  "be  of  good  cheer?"  Shall  we  help 
him  now,  this  very  day? 


1.    See  Bible  Margin. 


GOOD     CHEEll 


THE   LESSON 

Point  of  Contact. — Draw  from  the  children  stories  of  their 
outdoor  life.  These  good  times  out  of  doors  make  us  happy, 
full  of  good  cheer. 

If  you  had  to  stay  in  the  house  while  other  boys  played 
out  of  doors,  if  you  had  to  stay  in  one  room  and  lie  very 
still,  it  would  not  be  so 
easy  to  be  of  good  cheer. 
I  know  of  a  boy  who  is  in 
the  house  today  ;^  shall  I 
tell  you  about  him? 

That  reminds  me  of  a 
story  about  a  man  who 
was  sick.  Some  one  who 
was  well  helped  him  to  be 
of  good  cheer. 

STORY 

It  was  in  a  fisherman's 
home.  2  The  Christ  was 
there.  The  house  was  full 
of  people  who  had  come 
to  see  Him,  and  hear  His 
wonderful  words.  He  was 
standing  in  the  middle  of 
the  court-room,  the  largest 
room  in  the  house,  and 
around  Him  the  people 
were  crowding.  All  day 
they  had  been  coming ;  the  fishermen,  the  townspeople,  the 
men    and    women    from    the    country   around,   "insomuch    that 

1.  Have  in  mind  a  child  from  the  class  or  school,  and  tell  the  children  about  him. 

2.  See  Life  of  Christ,  Parrar,  Vol.  1,  Chap.  24. 


"Child,  be  of  Good  Cheer" 

Matthew  9  :  2,  R.  V. 


10  GOOD     CHEEK 

there  was  no  room  .  .  .,  no  not  so  much  as  about  the 
door,"^  the  house,  the  doorway,  the  street  were  full.  In  the 
midst  of  the  crowd  were  four  men,  carrying  between  them 
a  couch.  On  the  couch  lay  a  man  who,  for  long  days  and 
nights,  for  weeks  and  years,  had  been  sick.  He  had  had  to 
stay  in  the  house,  in  one  room,  and  lie  very  still.  His  four 
friends  had  heard  of  the  Christ,  and  the  good  cheer  He 
brought  to  everyone  whom  He  met.  Perhaps  he  could  bring 
good  cheer  to  their  friend.  They  would  carry  the  sick  man 
to  him. 

They  started,  but  when  they  reached  the  house  it  was  full  — 
no  room  anywhere.  What  should  they  do;  turn  back,  and  go 
home  ?  If  they  could  only  find  a  small  window  or  door  where 
they  could  hold  the  sick  man  up  for  Jesus  to  see,  they  felt 
sure  He  would  make  room  for  him. 

At  the  corner  of  the  house  was  a  stairway  that  led 
to  the  roof ;  in  that  country  the  roofs  were  flat,  and  some  of 
them  had  gardens  upon  them.-  In  and  out  among  the  people 
they  made  their  way  to  the  stairway,  and  carefully  carried 
their  sick  friend  up  the  stairs.  There  they  laid  the  couch 
down,  and  all  went  to  work.  In  the  middle  of  the  roof  they 
took  up  the  dirt,  and  lifted  boards  and  tiles,  until  they  could 
look  down  into  the  room  where  Jesus  was  talking.  -^  They 
could  see  Him  and  hear  His  kind  voice.  He  must  see  their 
sick  friend.  They  would  tie  ropes  to  the  couch,  and  let  him 
down  into  the  room.  To  the  four  corners  of  the  couch  they 
fastened  the  ropes,  and  slowly  let  down  their  sick  friend.  How 
they  watched  the  Christ ! 

Now  the  couch  was  over  His  head,  now  it  had  touched  the 
floor  in  front  of  where  He  was  standing.  No  one  moved  I 
No  one  spoke  !     Would  He  help  the  sick  man  ? 

1.  Mark  2:  2. 

2.  Shall  we  make  a  flat-roofed  house  with  our  hands  ? 

3.  See  Farrar's  Life  of  Christ,  page  184,  and  Geikie's  Life  of  Christ,  page  398. 


GOOD     CHEER  11 

The  moment  the  Christ  saw  him  He  stopped  speaking,  and 
came  nearer  to  him.  Perhaps  He  laid  His  hand  on  his  head. 
He  said:   " Child, ^  be  of  good  cheer." 

Lo,  the  sick  man  was  well!  He  got  up,  lifted  his  couch  to 
his   shoulder,  walked  out  of  the  house,  and  home. 

Two  people:^  one  sick,  one  well.  And  the  one,  who  was 
well  helped  the  one  who  was  sick  to  "be  of  good  cheer." 

I  know  of  a  boy  who  is  sick.  I  know  of  several  girls  and 
boys  who  are  well.  Could  they  help  the  sick  boy  to  "be  of 
good  cheer ?"^ 


1.  See  R.  v.,  margin.    "Matthew  9  :  2,  being  the  tenderest,  is  the  phrase  most  likely  to  have  been 
used  by  Christ,"  Farrar.    Compare  Mark  2,  Luke  5. 

2.  Hold  up  two  fingers. 

3.  Have  in  mind  some  simple  plan  of  helping  the  sick  child,  if  only  by  sending  the  Sunday  School 
card.    Let  the  children  help  in  whatever  is  done. 


12  GOOD     CHEER 

LESSON    III 

^bc    Storm 

Today  the  story  tells  of  a  man  who  was  of  good  cheer  in 
a  storm  at  sea  when  "  the  ship  was  caught,  and  could  not  bear 
up  into  the  wind,"  and  "  all  hope  that  we  should  be  saved 
was  then  taken  away."^  Paul's  good  cheer  was  the  life-line 
that  rescued  him  and  his  comrades.  ( ''  Inner  sunshine  warms 
not  only  the  heart  of  the  owner,  but  all  who  come  in  contact 
with  it.")  It  gave  his  comrades  faith  in  God  and  in  their 
own  efforts  to  reach  the  shore. 

Central  Thought.—  Good  cheer  in  stormy  weather,  or,  when 
circumstances   are   not   conducive   to    good   cheer. 

Text.—"  Paul  stood  forth  in  the  midst  of  them,  and  said : 
.    .    Sirs,    .    .    I  exhort  you  to  be  of   good  cheer."     Acts  27:  21,  22. 

Picture.— The   Breaking   Wave.     James. 

LESSON   OUTLINE 

I.  Point  of  Contact:  The  boy  whom  we  helped.  Good  cheer 
at  home.     Storms,  snow,  or  rain,  on  land  or  water. 

II.  A  storm  at  sea  (Mediterranean  sea).  The  sailors  in  the 
storm.     Acts  27. 

III.  Paul  bids  them  ''be  of   good  cheer." 

IV.  The  result  of  the  Father's  care,  and  Paul's  good  cheer : 
"And  so  it  came  to  pass,  that  they  escaped  all  safe  to  land." 

Note. —  Today  develop  the  "Morning  Prayer."  This  beautiful  prayer  of 
gratitude  and  supplication  contains  the  whole  kernel  of  right  thought  and  right 
action.     The  prayer  should  be  "developed"  one  stanza  at  a  lesson.     It  can  be  used 


1.    Acts  27  :  15,  20. 


GOOD     CHEER 


13 


without  the  music.  Let  the  children  repeat  it  after  the  teacher,  line  by  line.  If 
sung,  transposed  to  a  lower  key  it  will  be  found  better  adapted  to  the  child-voice. 

In  the  Point  of  Contact  of  the  following  lesson,  the  child  should  be  led  to 
tell  what  he  has   seen  others  do,  rather  than  what  he  has  done  himself. 

The  prayer  should  be  used  ail  through  the  year.  The  song  "  Winter  Hymn" 
through  the  winter  season. 


James 


'  Paul  stood  forth  in  the  midst  of  them,  and  said : 
I  exhort  you  to  be  of  good  cheer." 


,     Sirs,     .     . 

Acts  27  :  21,  22 


TRE   LE^^ON 


Point  of  Contact. — A  few  days  ago  I  saw  a  boy  that  some 
one  had  helped  to  be  of  good  cheer.  He  was  — (give  the  chil- 
dren a  word -picture  of  the  boy  whom  they  helped  last 
Sunday.^) 

Have  you  seen  any  well  boys  and  girls  who  were  happy, 
and  helping  others  to  be  of  good  cheer?  Draw  from  the 
children  stories  of  good  cheer  at  home,  out  of  doors,  or  in 
school,  and  of   mother's  or  father's  good  cheer. 


1.    Know  the  facts  in  the  case,  that  the  children  may  know  definitely  the  result   of  their  thought- 
fulness. 


14  GOOD     CHEER 

It  is  not  always  easy  to  be  of  good  cheer  when  one  has 
to  stay  in  the  house.  How  about  being  of  good  cheer  out  of 
doors?  Is  it  easier  when  the  sun  shines,  or  when  it  is 
stormy?  Draw  from  the  children  their  experiences  in  storms, 
and  learn  if  any  of  them  have  ever  seen,  or  been  in,  a  storm 
on  the  water. 

STORY 

One  day  a  great  sailing  vessel,  loaded  with  grain,  put  out 
to  sea.  The  wind  blew  gently  at  first,  so  the  sailors  were  not 
kept  very  busy,  and  the  boat  sailed  slowly  over  the  water.  But 
when  they  "had  sailed  slowly  many  days"^  a  dark  cloud  appeared 
in  the  sky,  then  another,  and  another.  The  wind  came  up  and 
the  clouds  grew  dark  and  darker.  Rain  drops  fell,  and  the 
boat  rocked  first  to  one  side  and  then  to  the  other,  for  "the 
ship  was  caught,  and  could  not  bear  up  into  the  wind."  The 
sailors  had  all  they  could  do  to  keep  it  from  being  blown  over. 
All  day  and  all  night  the  boat  was  tossed  from  one  side  to  the 
other,  ^  and  when  morning  came  the  waves  were  rolling  higher 
and  higher.  "  Being  exceedingly  tossed  with  a  tempest  .  .  .  they 
lightened  the  ship,"^  throwing  over  some  of  the  grain  to  make 
the  boat  lighter,  for  they  feared  it  would  sink.  The  third 
day  they  cast  out  "the  tackling  of  the  ship,"  all  the  sails  and 
chains  except  those  they  were  using.  Still  the  boat  was 
tossed  from  one  side  to  the  other.  The  fourth  day  the  clouds 
grew  darker.  In  the  morning  the  sun  did  not  shine,  and, 
when  evening  came,  no  moon  and  no  stars  were  seen  in  the 
sky, —  darkness  all  day  and  all  night,  and  the  next  day  and 
night,  and  the  next.  "And  when  neither  sun  nor  stars  in 
many  days  appeared"  all  hope  that  they  could  reach  the  shore 
was  taken  away. 

1.  Mediterranean  Sea. 

2.  Acts  27  :  7. 

3.  Let  the  children  make  boats  of  their  hands.    How  would  they  rock  ? 

4.  Acts  27  :  18. 


GOOD     CHEER  15 

In  that  boat  was  one  of  Christ's  friends,  a  strong  and 
brave  man.  His  name  was  Paul.  One  of  those  dark  days, 
when  the  boat  was  rocking  and  the  wind  blowing,  he  was 
thinking  about  Christ.  Perhaps  he  thought  how  He  had  said, 
"be  of  good  cheer"  all  the  days,  the  bright  days  and  dark 
days,  the  fair  days  and  stormy  days.  Standing  in  the  midst 
of  the  sailors  and  men,  who  had  worked  until  it  seemed  as 
though  they  could  work  no  longer,  Paul  called,  in  a  clear, 
strong  voice, — the  wind  was  blowing,  and  he  wanted  each  one 
to  hear  — "  Sirs,  be  of  good  cheer!  " 

Those  were  the  first  brave  words  they  had  heard.  Now 
every  man  began  working  again.  A  second  time  above  the 
storm  they  heard  Paul's  voice  calling  out :  "  Be  of  good 
cheer  —  the  Father  is  watching,  and  not  a  man  shall  be 
lost !  " 

The  sailors  went  on  working  again.  Long  days  and  nights 
they  worked,  out  in  the  storm,  and  at  last  they  thought  they 
were  nearing  the  shore.  They  "sounded  and  found  it  twenty 
fathoms  :  and  when  they  had  gone  a  little  further,  they 
sounded  again,  and  found  it  fifteen  fathoms."^  "And  they 
cast  four  anchors  out  of  the  stern,  and  wished  for  the  day." 
"And  while  the  day  was  coming  on"  Paul  took  food,  and 
when  he  had  thanked  the  Father,  began  to  eat.  "  Then  were 
they  all  of  good  cheer,  and  they  also  took  some  meat." 
"  When  they  had  eaten  they  lightened  the  ship  and  cast  out 
the  wheat  into  the  sea."^ 

"And  when  it  was  day"  they  could  see  the  shore.  "And 
so  it  came  to  pass  that  they  escaped  all  safe  to  land."^ 


1.  Acts  17  ;  28.    Explain  these  nautical  terms,  using  the  Bible  language. 

2.  Acts  17  :  36,  38,  44. 

3.  The  details  of  the  landing  have  been  omitted  that  the  story  might  close  with  the  good  cheer 
thought  in  the  immediate  foreground. 


fIDornino  prater. 


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For  rest  and  food  and   lov  -  ing   care,         And  all  that  makes  the  world  so     fair  ! 
In     all  we   do,     in     worker     play,         To  grow  more  lov  -  ing     ev  -  ery   day. 


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06) 


GOOD     CHEER  17 

LESSON    IV 

ZTbe  Sbcpbcrb  Boi? 

The  story  shows  the  good  cheer  of  a  shepherd  boy  in  his 
everyday  Hfe,  on  the  hills  of  Canaan.  The  story  is  based  on 
the  history  of  David's  shepherd  life,  as  found  in  I  Samuel, 
and  as  portrayed  by  himself  in  Psalms  8,  19,  23,  31,  and  71. 

"If  I  could  have  but  one,  the  Psalms  or  a  history  of 
David's  life  as  the  record  of  that  life,  I  would  take  the 
Psalms.  They  are  lyric  poetry  and  portray  his  inner  life, 
which  is  more  important  than  the  exterior."^— z>r.  Wm.  e.  Harper. 

Central  Thought.— Good  cheer  in  everyday  life. 

Text.— "  My  heart  is  glad."     Psalm  16:9.     (David's  own  words.) 

Picture.— Young   David.     Gardner. 

LESSON  OUTLINE 

I.  Point  of  Contact:  Sheep,  hills,  shepherd  life.  "All  reverence 
and  adoration  for  God  can  best  be  cultivated  by  a  study  of  Na- 
ture."— Bacon. 

II.  The  Shepherd  Boy.  Oriental  shepherd  life.  See  "Shepherd," 
in  Bible  Dictionary. 

III.  The  Shepherd  Boy's  good  cheer  in  his  everyday  life, 

THE  LESSON 

Point  of  Contact. — Draw  from  the  children  stories  of  sheep, 
where  they  have  seen  sheep,  and  how  they  are  cared  for. 
What  is  the  man  called  who  cares  for  the  sheep  ? 

1.    Read  The  Life  of  David  as  Portrayed  in  the  Psalms  by  McLaren. 
B 


18 


GOOD     CHEER 


8T0BY 


I  know  of  a  boy  who  lived  out  on  the  hills  day  after  day, 
and    some  of   the   nights,  taking    care  of  his  father's    sheep. 

When  the  sun  shone 
he  would  lead  them 
into  "green  pastures" 
and  "beside  the  still 
waters."^  Sometimes, 
to  find  the  green  pas- 
tures and  still  waters, 
he  led  the  sheep  so 
far  from  the  fold  that, 
when  night  came,  he 
had  to  stay  out  on  the 
hills.  There  he  would 
lie  down  and,  wrap- 
ping his  sheepskin 
cloak  a  r  o  u  n  d  him , 
watch  that  no  wild 
beast  came  out  of  the 
woods  to  carry  off  one 
of  his  lambs.  Lying 
there,  he  would  look 
up  at  the  moon  and 
the  stars.  He  had 
looked  at  them  until 
they  seemed  like  his 
friends,  until  they 
whispered  stories  to  him  about  the  Father  Who  made  them, 
Who  set  them  each  in  its   place   to   shine  out  and  tell  of  His 


"  My  heart  is  glad  " 

Psalm  IG:  9 


1.    "  David's  early  shepherd  life  deeply  influenced  his  character,  and  has  left  traces  on  many  a 
line  of  the  Psalms."— McLaren.   . 


GOOD     CHEER  19 

glory. ^  Many  a  night  he  had  seen  the  moon  come  up,  and  the 
stars-  one  by  one  come  out  and  gather  around  it,  as  if  they 
were  sheep  coming  close  to  their  shepherd. 

As  the  stars  came  out  perhaps  the  shepherd  boy  took  up 
his  harp.  He  had  a  harp,  which  he  carried  with  him,  and 
upon  which  he  had  learned  to  play  the  songs  of  the  wood- 
land. He  would  run  his  fingers  over  the  strings  as  if  coax- 
ing'' it  to  tell  the  moon  and  the  stars  how  happy  he  was  with 
them  and  with  the  sheep,  how  he  knew  all  their  secrets,  and 
how  he  wanted  them  to  know  some  of  his.  Then  he  would 
sing,  while  the  harp  played  the  song  ;  sing  of  the  birds  and 
the  trees,*  the  rivers  and  mountains  ;  sing  because  his  heart 
was  so  full  of  good  cheer  he  could  not  helj)  singing. 

While  he  sang,  perhaps,  the  stars  disappeared.  Then  light 
would  begin  to  show  in  the  East,  and  the  great  round  sun 
would  burst  forth,''  bringing  with  it  the  morning.  Higher  and 
higher  it  rose,  and  the  shepherd  boy  watched  it.  Now  it  was 
over  his  head,''  and  he  was  eating  his  dinner  of  dates  and  wild 
olives.  Now  it  was  going  down  in  the  West,  and  he  was 
leading  the  sheep  home  to  the  fold.  As  the  sheep  went  into 
the  fold  he  counted  them  to  see  that  not  one  had  been  lost. 
When  they  were  safe  inside  he  stood  at  the  entrance  and 
watched,  for  no  harm  must  come  to  those  sheep. 

One  night  as  he  watched,  a  bear  stole  out  of  the  woods 
and  came  toward  the  fold.  The  shepherd  boy  put  his  hand 
down  into  the  bag  that  hung  by  his  side,  and  drew  out  a 
long  string  that  he  had  made  into  a  sling.  Then  he  took  out 
a  smooth  pebble  —  he   knew   how  to  aim,  and   could   hit  the 


1.  Psalm  19  :  1. 

2.  Psalm  8:3. 

3.  I.  Samuel  16  :  18. 

4.  I.  Samuel  16  :  18. 

5.  "As  he  looks  there  leaps  into  the  eastern  heavens,  not  with  the  long  twUight  of  northern 
lands— the  suu.  "—McLaren. 

6.  Psalm  19. 


20  GOOD     CHEEE 

mark  every  time.  Away  flew  the  pebble,  the  bear  fell,  and 
soon  the  sheep  were  asleep  in  the  fold.  Another  night  came 
a  lion.  That  fell  the  same  way  ;  still  the  sheep  were  safe 
in  the  fold.  The  shepherd  boy  counted  them  over  ;  every 
sheep,  every  lamb  was  there  as  when  they  went  in,  and  the 
boy' s  heart  was  glad  ;  it  was  full  of  good  cheer. 

Sometimes  the  shepherd  boy,  when  he  had  led  the  sheep 
far  away  to  find  pasture,  would  see  dark  clouds  coming  up  in 
the  sky.  He  knew  what  that  meant  —  a  storm  was  coming, 
and  the  sheep  were  far  from  the  fold.  Picking  up  his  rod 
and  his  staff,  he  would  start  off  toward  the  rocks, ^  but  not  too 
fast  for  the  sheep  to  follow,  for  every  sheep  knew  his  voice, 
and  would  follow  wherever  he  led.  On  toward  the  rocks  he 
would  lead  them.  In  some  safe  corner,  where  the  rocks  came 
out  like  a  shelf  to  keep  off  the  storm,  he  would  sit  down  and, 
gathering  the  sheep  around  him,  look  out  on  the  storm. ^  He 
would  see  the  cedar  trees  ^  breaking  on  the  hillsides  where  the 
wind  blew  the  hardest ;  he  would  see  the  lightning  and  hear 
the  voice  of  the  thunder  ;  he  would  see  deer  fleeing  to  the 
forest  for  shelter.  In  it  all  the  shepherd  boy's  heart  was  still 
glad,  for  the  Father,  Who  made  the  wind  and  the  rain,  was 
caring  for  him  and  his  sheep. 

As  the  storm  died  away  perhaps  he  would  sing.  Perhaps 
his  harp  played  the  song.  He  could  make  the  harp  moan 
like  the  wind,  and  sing  like  the  streams  on  the  hillsides.  He 
could  make  it  sound  like  the  trees  when  they  whisper 
together,  and  like  the  birds  when  they  chipper  before  the 
rain  falls. 

Thus  the  shepherd  boy  played  and  sang.  Under  the  rocks 
and  beside  the  still  waters,  in  the  storm  and  sunshine,  by  night 
and  by  day,  he  had  a  glad  heart— a  heart  full  of  good  cheer. 

1.  Psalm  31,  61,  71:  2,  3. 

2.  Psalm  29,  "  The  Storm  Psalm. " 

3.  Psalm  29:    5,  6. 


GOOD     CHEER  21 

LESSON    V 

Davit)  Cbeere  tbe  Ikino 

"All  good  thought  and  good  action  claim  a  natural  alliance 
with  good  cheer." 

Central  Thought.— The  child  with  a  glad  heart  is  the  most 
helpful  child. 

Text.— "David  took  an  harp,  and  played  with  his  hand:  so  Saul 
was  refreshed,  and  was  well."     I.  Samuel  16  :  23. 

Picture.— David  Playing  the  Harp.     Peter  Paul  Rubens. 

LESSO:^  OUTLINE 

I.  Point  of  Contact :  The  Shepherd  Boy.  Review  of  Story  IV. 
The  boy  with  a  glad  heart. 

II.  The  King  (Saul)  with  a  sad  heart. 

III.  The  Shepherd  Boy  summoned  to  cheer  the  King. 

IV.  The  Shepherd  Boy  cheers  the  King.  "  A  merry  heart  doeth 
good  like  a  medicine."      Proverbs  17:22 

THE  LESSON 

Point  of  Contact. — Review  the  Shepherd  Boy  story.  Let  the 
children  fill  in  the  details  as  they  seem  inclined.     Thus: 

Out  on  the  hills  is  a  boy  tending  the  sheep.  (Proceed 
with  the  story  to  the  following  climax : )  Under  the  rocks  and 
beside  the  still  waters,  in  the  storDi  and  the  sunshine,  by  night 
and  by  day,  the  Shepherd  Boy  sings,  for  he  has  a  glad  heart — 
a  heart  that  is  full  of  good  cheer. 


22 


GOOD     CHEER 


STORY 


While   David   is 
king.      His     home 


singing,   in    a  city^ 


is    a     great     house 


Peter  Paul  Rubens 

"  David  took  an  harp,  and  played  with  his  hand :  so  Saul 
was  refreshed,  and  was  well " 

I  Samuel  16  :  23 


longer  their   brave  soldier  king, 
the  land   he  does   not 


through 


not  far  away  lives  a 
built  for  the  king. 
Around  him  are 
officers  and  guards,^ 
footmen  and  ser- 
vants, who  are  ready 
to  fly  at  his  call.^ 
The  king  wears  a 
robe  of  purple  and 
linen,  and  once 
every  month,  in 
his  royal  home,  he 
holds  a  great  feast.* 
Yet  the  king 
never  sings.  Men 
and  women  bow 
at  his  feet,  for  he 
is  not  only  their 
king  but  a  soldier, 
and  has  led  their 
armies  to  battles. 
Children  call: 
"  Long  live  the 
king,"  but  their 
king,  if  he  hears 
them,  is  not  even 
glad.  He  is  no 
Now  when  a  battle-cry  goes 
call   his   soldiers   to   arms;    he 


1.  Gibeah. 

2.  I  Samuel  16  :  18. 


3.  I  Samuel  16  :  19. 

4.  See  History  of  the  People  of  Israel,  Renan,  Volume  1,  Chapter  15. 


GOOD     CHEER 


23 


does  not  march  at  the  head  of  his  army.  He  stands  with  his 
head  bowed,  and  his  body  leaning  over  his  staff,  or  upheld  by 
one  of  his  guards.  All  day  he  stands  with  his  head  bowed, 
with  such  a  dreamy  look  in  his  eyes,  that  people  wonder  if  he 
sees  them  at  all.  Many  ask:  "What  can  we  do  to  make  the 
king  happy  again?"  When  he  is  sad  all  the  king's  country 
seems  a  sad  place  to  live  in.  "For  whom  shall  we  send  ?" 
the  people  ask.  "In  all  this  broad  land  is  there  no  one  so  full 
of  good  cheer  that  he  can  cheer  the  king,  too?  Where  is 
there  a  man  or  a  woman,  a  girl  or  a  boy,  who  can  make  the 
king  happy  again?"  Some  one  says,  "David."  It  was  one 
of  the  king's  guard,  a  soldier  who  stood  by  to  guard  him 
from  harm.  He  had  lived  in  the  hill  country;  he  had  seen 
the  shepherd  boy  and  heard  him  play  on  his  harp.  He  said: 
"Send  for  David  that  keepeth  the  sheep." 

So  the  king  sent  messengers  to  the  shepherd  boy's  father, 
saying,  "Send  me  David  thy  son,  which  is  with  the  sheep." 

And  he  sent  him  all  the  way  to  the  city  and  to  the  king's 
sad  home.  All  the  way  the  shepherd  boy  came,  bringing  with 
him  his  harp,  for  he  said :  "I  must  help  the  king  to  be 
of   good   cheer  ! " 

He  went  to  the  king,  "took  his  harp,  and  played  with  his 
hand,  and  the  king  was  refreshed  and  was  well." 

The  picture  today  shows  us  David  grown  to  be  an  old 
man,  but  still  playing  his  harp. 


24  GOOD     CHEEK 

LESSON   VI 

Cbrist  an^  tbc  Storm 

Today  draw  up  the  Good  Cheer  stories  into  one  round 
whole  by  reviewing  them  briefly,  and  leading  to  a  climax. 
Let  that  climax  culminate  in  the  story  of  the  good  cheer  of 
Him  who  said:   "Let  not  your  heart  be  troubled." 

Central  Thought.— Christ's  good  cheer  at  all  times. 
Text,— "Be   of   good   cheer;   it  is   I;   be  not  afraid."    Matthew 
14  :  27. 

Picture.— Jesus  "Walking  on  the  Sea.    Dore. 

LESSON    OUTLINE 

I.  Point  of  Contact :    Brief  review  of  Good  Cheer  stories. 

II.  Christ  and  the  Storm.      Matthew  14. 

III.  Christ's  good  cheer  at  all  times,  with  the  sick  and  the  well, 
in  the  night  and  the  day,  in  the  sunshine  and  the  storm.  "  For  I 
have  given  you  an  example,  that  ye  should  do  as  I  have  done  to  you." 

John  13  :  15. 

THE  LESSON 

Point  of  Contact. — Who  has  seen  or  heard  of  any  one  who 
helped  another  to  be  of  good  cheer  ?^  Did  you  ever  hear  of 
a  king  who  was  sad  until  a  boy  with  a  glad  heart  came  and 
made  him  happy  too  ?  Can  you  think  of  a  strong,  brave 
man,  who  was  out  in  a  storm,  and  who  helped  his  friends  to 
be  of  good  cheer  when  the  boat  was  almost  sinking? 

Who  else  said  "  be  of  good  cheer"  to  a  sick  man  ?     Then 

1.  Let  the  children  tell  of  personal  experiences  ;  lead  them  to  tell  of  helpfulness  of  others,  rather 
than  what  they  have  done. 


GOOD     CHEER 


25 


the  sick  man  walked  away  to  his  home  to  help  others  to  be 
of  good  cheer.  After  their  last  supper  together,  Some  one 
said  to  His  friends,  "Be  of  good  cheer  all  the  days."  Who 
was    that  ? 

STORY 

One  evening,  after  a  day  of  hard  work,  the  Christ  left  the 
village  down  by  the  lake  and  went  up  to  the  hills.     Slowly  he 


"Be   of   good   cheer;    it  is   I;    be  not   afraid" 

Matthew  U  :  27 

climbed  the  rocky  hillside  to  find  a  place  where  he  could  rest 
and  talk  with  the  Father.  The  moon  came  up  and  looked 
down  upon  the  Christ,  there  on  the  hillside,  with  his  head 
bowed  in  prayer,  for  He  was  alone  with  the  Father.  The 
stars  came  out,  and,  looking  down  on  the  village  and  lake, 
and  out  on  clouds  all  around  them,  they  saw  a  storm  rising. 
Fiercer  and  fiercer  it  grew  until  it  swept  over  the  hills,  the 


26  GOOD     CHEER 

village,  and  the  lake,  until  the  moon  and  the  stars  disap-. 
peared.  All  night  the  wind  blew  and  the  rain  fell,  and  all 
night  the  Christ  talked  with  the  Father.^ 

It  was  time  for  the  morning,  but  the  black  clouds  left  no 
room  for  the  light  to  come  through,  so  it  seemed  like  the 
evening.  Now  Jesus  was  standing  on  the  hillside  and  look- 
ing down  on  the  lake.  Out  on  that  lake  the  big  waves  were 
rolling,  and  along  the  shore  they  were  tumbling  in  one  on 
another. 

He  looked  again :  out  on  those  rolling  waves  He  could 
just  see  a  boat.  He  could  see  it,  and  then  it  would  go 
down  into  the  waves  out  of  sight;  then  He  would  see  it  again; 
and  then  the  waves  and  the  storm  would  seem  to  cover  it 
over  until,  at  last,  it  would  come  up  again. ^  And  the  Christ 
knew  that  in  that  boat  there  were  men  —  His  friends. 

He  left  the  hills  where  He  had  gone  to  find  rest.  He  hur- 
ried down  the  hillside,  and  walked  out  on  the  sandy  beach  to 
the  edge,  the  place  where  the  sand  and  pebbles  stop  and  the 
water  begins.  When  he  came  to  the  water,  lo  !  He  walked 
out  on  the  waves,  on  and  on  till  He  came  to  the  boat. 

Looking  down  into  the  boat  He  could  see  His  friends,  and 
they  were  afraid.  Coming  close  to  them  He  spoke  in  His 
kind,  gentle  voice,  and  said,  "  be  of  good  cheer."  "  Straight- 
way Jesus  spake  unto  them,  saying.  Be  of  good  cheer  ;  it  is 
I ;  be  not  afraid." 

Then  He  stepped  into  the  boat  with  them,  and  lo !  the 
storm  ceased ;  the  waves  rolled  away,  and  the  boat  floated 
upon  a  still  sea. 

Morning  came  ;  the  storm  was  over,  ana  the  boat  was 
safe  on  the  shore. 


1.  See  Matthew  14,  Mark  6,  John  6. 

2.  Show  me  with  your  hands  how  the  boat  would  go. 


©beMence 

EARLY    SPRING    SEASON 

The  first  law  that  ever  God  gave  to  man  was  the  law  of  pure  obedience, 

—  Montaigne. 
No  man  doth  safely  rule,  but  he  that  hath  learned  gladly  to  obey. 

—  Thomas  a'Kempis. 
Let  a  child's   first  lesson  be  obedience,  and  the  second  will  be  what  thou 
wilt. —  Benjamin  Franklin  in  Poor  Richard's  Almanac. 

Ye  are  my  friends,  if  ye  do  whatsoever  I  command  you. — John  15  :  14. 

The  first  great  law  is  to  obey. —  Schiller. 

^HIS  topic  has  been  chosen  because  the  child,  who 
knows  not  the  meaning  of  Obedience,  is  in  danger 
of  suffering  from  his  own  mistakes  at  every  turn 
in  life. 

Obedience,  as  it  regards  the  social  relations,  the 

laws  of  society,  and  the  laws  of  Nature's  God,  should 

commence  at  the  cradle,  and  end  only  at  the  tomb. — Hosea  Baiiou. 

The  topic  will  be  presented  in  five  lessons  : 

Lesson  I.    The  Soldier,  the   type   of    Obedience  :    Naaman, 

Captain    of    the    host    of    the    king    of    Syria,     and    Elisha. 

Naaman's  reluctant  Obedience,     ii  Kings  5:  1-19. 

Lesson  II.    Parental    Obedience :    Joseph's   perfect    Obedi- 
ence  to  his   father.      Genesis  37. 

Lesson    III.    Noah's    Obedience   to   the   Heavenly    Father: 

Noah's   Ark.       Genesis  6. 

Lesson  IV.  Adam's  and  Eve's  Disobedience  to  the  Heavenly 
Father :    The  Garden  of   Eden,     Genesis  3. 

Lesson  V.    Perfect  Obedience :    Christ   and   the  Fishermen, 

(27) 


28  OBEDIENCE 

LESSON    I 

Baaman  an^  lEltsba 

A  true  soldier  is  the  type  of  perfect  obedience.  The  story- 
tells of  a  soldier  who  obeyed,  but  obeyed  reluctantly.  It 
shows  the  necessity  of  obedience,  immediate  and  to  the  letter. 

Central  Thought.— Obedience,  immediate  and  to  the  letter. 
Text.— "Then  went  he  down,  and  dipped  himself  seven  times 
in  Jordan."     II  Kings  5:14. 
Picture.— River  Jordan. 
Song.— " Little  Soldiers  of  the  King." 

LESSOJSr   OUTLINE 

I.  Point  of  Contact :  Soldiers.  The  true  soldier,  a  type  of  per- 
fect obedience.  "  I  am  a  man  under  authority,  having  soldiers  under 
me:  and  I  say  to  this  man,  Go,  and  he  goeth;  and  to  another.  Come, 
and  he  cometh."^     Matthew  8  :  9. 

II.  Naaman,  captain  of  the  host  of  the  King  of  Syria.    II  Kings  5: 1. 

III.  Captain  Naaman  in  need  of  physical  help. 

IV.  His   journey  to  the  King  of  Syria. 

V.  Elisha's  Command. 

VI.  Naaman 's  reluctance  to  obey,  and  the  result  of  that  reluctance 
(the  healing  delayed). 

"True  obedience  is  true  liberty ."— Henry  Ward  Beecher. 

VII.  His  final  obedience.     II  Kings  5,  1-15. 

VIII.  Naaman  healed. 

Note. — If  the  teacher  finds  it  helpful  to  connect  the  topics,  the  stories  of  David, 
the  Shepherd  Boy,  can  be  reviewed  from  a  new  point  of  view ;  David  now  appearing 
as  a  boy  who,  when  asked  to  leave  his  sheep,  home,  and  friends,  doubtless  obeyed, 
and  cheerfully. 


1.    Make  use  of  this  text  throughout  the   Obedience  work. 


OBEDIENCE 


29 


TEE  LESSON 

Point  of  Contact.— HnYQ  you  ever  seen  soldiers  when  tliey 
were  marching?  Wliat  happens  when  the  captain  calls 
"Halt?"   and  when   he  says   "Forward?"     Do   they  stop  and 


"Then  went  he  down,  and  dipped  himself    seven  times   in  Jordan." 

II  Kings  5  :  14 

start  again  the  moment  he  speaks  ?  In  the  battles  do  they 
listen  for  his  word,  and  when  he  tells  them  to  "  aim,"  and  to 
"fire,"  do  they  do  it  at  once? 


STORY 

A  king  once  sent  his  army  forth  to  war.  That  king  knew 
that  the  captain  of  his  soldiers  was  "  a  mighty  man  of 
valour."  As  they  marched  away,  -the  king  did  not  fear,  for 
he  felt  sure  Captain  Naaman  would  know  just  what  to  com- 


30  OBEDIENCE 

mand  the  soldiers  to  do,  and  he  knew  the  soldiers  would  do 
it  the  moment  their  captain  spoke.  The  king  was  right.  His 
army  won  in  the  battles,  and  came  marching  back,  their 
chariots  worn,  and  some  of  their  banners  torn ;  but  they 
brought  with  them  the  stories  of  battles,  in  which  Captain 
Naaman  and  his  soldiers  had  made  the  enemy  flee,  and  had 
saved  their  country.  Now  their  country  would  still  be  ruled 
by  their  king. 

From  that  day  Naaman  became  a  great  man,  for  the  king 
made  him  one  of  his  officers.  But  as  the  days  came  and 
went  Captain  Naaman  grew  feeble.  People  who  saw  him 
knew  by  his  face  that  he  was  sick.  He  could  not  go  to  war 
now,  and  he  was  too  feeble  to  work  at  home  for  the  king. 

A  little  maid,  who  had  lived  in  a  far r away  country,  waited 
upon  Naaman 's  wife.  She  had  heard  of  the  battles  in  which 
Captain  Naaman  had  ridden  at  the  head  of  the  soldiers.  Now 
she  saw  the  great  warrior,  wrapped  in  his  beautiful  robes, 
with  all  the  riches  about  him  that  the  king  could  give.  She 
saw,  too,  his  scarred  face  and  hands,  for  they  were  not 
smooth  and  fair  as  they  had  been  when  he  was  well. 

In  her  far-away  home  the  little  maid  had  known  of  a  man 
of  God  who  had  cured  many  sick  people.  Perhaps  he  would 
cure  Captain  Naaman.  She  went  to  her  mistress  and  told 
her  about  the  man  of  God,  of  the  many  who  had  come  to 
him,  and  had  gone  away  well. 

The  king  heard  the  story,  and  said  :  "  If  there  is  any  one 
who  can  help  Captain  Naaman,  Captain  Naaman  must  go  to 
him  at  once !  "  Naaman  went,  with  his  servants,  horses  and 
chariots,  taking  gifts  of  gold  and  silver  sent  by  the  king. 
"  So  Naaman  came  with  his  horses  and  with  his  chariot,  and 
stood  at  the  door  of  the  house  of  Elisha.  And  Elisha  sent  a 
messenger  unto  him,  saying,  Go  and  wash  in  Jordan  seven 
times,  and  .  .  .  thou  shalt  be  clean." 


OBEDIENCE  31 

Then  Captain  Naaman,  who  had  led  the  king's  army,  who 
had  so  often  given  the  word  to  his  soldiers,  who  had  seen 
them  do  whatever  he  asked,  and  who  could  say,  "  I  say  unto 
this  man  Go,  and  he  goeth,  and  to  another,  Come,  and  he 
Cometh,"  sat  still  in  his  chariot,  and  did  not  go  to  the  river 
to  wash.  His  servants  could  scarcely  believe  it  was  their 
captain  when  they  heard  him  say  :  "  Have  I  come  all  this  way 
to  wash  in  that  muddy  river,  when  there  are  rivers  of  pure 
water  in  my  own  country  ?  "  With  these  words,  he  ordered 
the  horses  to  be  turned,  and  his  chariot  rolled  away  from  the 
house  of  Elisha,  leaving  behind  the  one  who  had  told  him  he 
could  be  cured,  if  he  would  do  so  small  a  thing  as  wash  in 
the  river. 

Naaman  gi*ew  worse  every  day.  He  would  surely  have 
died,  but  one  of  his  servants  came  to  him  and  begged  him  to 
do  as  the  man  of  Grod  said.  Perhaps  Naaman  thought  of  his 
soldiers,  and  how  he  could  never  have  won  the  battles  if  they 
had  not  done  just  as  he  told  them.  Now  he  ordered  his 
chariot  to  be  brought,  and  the  horses  to  be  driven  toward  the 
river.  Miles  and  miles  they  went,^  and  they  came  to  the 
river.  The  servants  helped  the  sick  captain  out.  They  saw 
him  walk  feebly  down  to  the  stream,  and  dip  himself  one, 
two,  three,  four,  five,  six,  seven   times,  in  the  water. 

"  Then  went  he  down,  and  dipped  himself  seven  times  in 
Jordan,  according  to  the  saying  of  the  man  of  God,"  From 
that  moment  Naaman  was  well,  "and  his  flesh  came  again  like 
unto  the  flesh  of  a  little  child." 


1.    Twenty-five  miles. 


Xittle  Solbicrs  of  tbc  Ikino, 


Mrs.  A.  C.  B. 


Mrs.  A,  C.  Blodgett. 


tf      4-  ^.  ^  -J-   ^  -p.     .0. 


^: 


-^ 


s^*^ 


1.  Tramp,tramp,tramp,0  hear  us 

2.  O  -  ver     vale  and   hill  re  - 

3.  Je  -  sus      is     our    mighty 


m 


\    ■  r  -^ 

com-ing,    Lit  -  tie      soldiers  of      the  King, 

sounding,  Children   hear  the  might-y  call, 

Captain,     His   com-mand  we  must   o  -  bey. 


ffi 


:i 


a 


d=1: 


-»« — •—  -S'-f 


3 


=i" 


S 


3^ 


word  ring 
for  all. 
the    dav. 


Flags  tin  -  furled  and  ban-ners   fly  -  ing.  Loud  -  ly  let       our    watch- 

Come  and  join    the  roy  -  al      ar  -  my.     In      our     ranks,  there's  room 
Forward,  march,  and  nev  -  er     fal  -  ter.     We    shall     sure  -   ly        win 


fi , *- 


Chorus. 


:J^ 


Onward, 


Forward, 


Let    us       march  a  -  gainst  the 


6i- 

■€- 

foe, 


^ 


---*-^^-- 


ttitiW: 


ii=P=p: 


:tt:t 


b^^W 


i 


-*.-#- 


In     our    Lead-er's    name   ad  -    vanc-ing    On 


to 
-#- 


:^: 


T    -5     -*-    -•*   -S 

vie  -  fry   we    will   go. 


IS 


Copyright,  1896,  by  P.  W.  Blackmer.    Used  by  permission  of  P.  W.  Blaclcmer. 
From '-Song  Leaflets",  One  Dollar  per  Hundred.    Blackmer  Music  Co.,  Chicago. 


OBEDIENCE  33 


LESSON     II 

3o0cpb  ®be^0  Ibis  father 

Obedience,  for  the  child,  begins  in  his  home  life.  Was  not 
parental  obedience  a  part  of  the  early  training  of  the  Christ  ? 
"Thirty  years  of  the  Lord's  life  are  hidden  in  those  words  of 
the  gospel:    '  He  was  subject  unto  them. '"—Bossuet. 

Central  Thought.—  Perfect  obedience  to  parents,  even  when 
to  obey  is  not  easy.    "  My  son,  keep  thy  Father's  commandment." 

Text, — "And  Israel  said  unto  Joseph,  Do  not  thy  brethren  feed 
the  flock  in  Shechem  ?  come,  and  I  will  send  thee  unto  them. 
And  he   [Joseph]   said  to  him.  Here  am  I."      Genesis  37:13. 

Picture.— Flock  of  Sheep.     William  Morris  Hunt. 

LESSON^  OUTLINE 

I.      Point  of  Contact  :     Brothers. 

H.    Joseph  and  his  brothers. 

IH.  Joseph's  brothers  leave  home. 

IV.  Joseph's  father  asks  him  to  go  to  his  brothers  and  bring  him 
word  how  they  are  doing — an  unpleasant  errand. 

V.  Joseph's  obedience.^ 

THE  LESSON 

Point  of  Contact. —  Is  there  a  boy  here  who  has  a  brother? 
One  who  has  two  brothers  ?      Three  brothers  ! 

Would  you  like  to  hear  about  a  boy  who  had  eleven 
brothers  ?  That  makes  as  many  brothers  as  there  are  fingers 
and  thumbs  on  your  two  hands,  and  two  more. 

1.    "  Early  submission  is  the  truest  lesson  to  those  who  wouJd  learn  how  to  rule." — Ooldsmith. 

c 


34 


OBEDIENCE 


STORY 

They  did  not  live  in  one  place,  as  we  live  in  B.^  Sometimes 
they  lived  in  houses,  and  then  again  their  home  was  a  tent, 
for  they  went  from  one  place  to  another  seeking  green 
pastures    for   their  sheep.     The    boys  worked,   caring   for   the 


IVilliam  Morris  Hunt 


"And  Israel  said  unto  Joseph,  Do  not  thy  brethren  feed  the  flock  in  Shechem  ?   come, 
and  I  will  send  thee  unto  them.    And  he  [Joseph]  said  to  him,  Here  am  I." 

Genesis  37:13. 

sheep.  When  the  grass  was  eaten  in  one  place  they  would 
lead  the  sheep  on  further  into  fresh  pastures.  They  were 
often  far  from  home,  and  sometimes  it  would  be  days  and 
weeks   before  they  could  lead   the  sheep   back  into  the  home 


1.    Substitute  the  name  of  your  town. 


OBEDIENCE  35 

pastures,  and  come  again  to  the  old  father,  who  they  knew 
was   watching   for   his    boys. 

At  one  time  ten  of  the  boys  had  been  gone  many  days, 
and  had  sent  back  no  word  to  the  father.  The  father  said : 
"I  can  wait  no  longer;  I  will  send  and  find  out  if  it  is  well 
with   the   boys    and   the    sheep."     Whom   should   he    send? 

Twelve  boys ;  ten  away ;  two  left  at  home.  The  elder 
of  the  two  boys  at  home  had  had  a  dream,  which  made  them 
think  he  might  some  day  be  a  great  man.^  The  old  father 
loved  him  so  much  that  he  had  made  him  a  coat  of  many 
colors.  The  father  did  not  like  to  think  of  the  boy  going 
away,  but   he  was   the  elder  and  stronger ;    yes,  he  must   go. 

He  called  Joseph  to  him.  "Do  not  thy  brethren  feed 
the  flock  in  Shechemf"  he  said,  "Come,  and  I  will  send  thee 
unto   them." 

Joseph  thought  of  the  brothers.  He  knew  that  they 
would  not  be  glad  to  see  him,  for  since  the  day  he  told 
them  his  wonderful  dream  those  brothers  had  not  always 
been  kind,  and  it  was  a  long  way  for  Joseph  to  go  alone. 
But  some  one  must  go,  and  the  father  had  said,  "Come, 
and   I   will   send    thee." 

Joseph  loved  the  old  father.  He  had  seen  him  growing 
more  feeble  and  weary  every  day  since  no  word  had  come 
from   the   brothers. 

And  Joseph   said,    "Here   am   I."     And   he   went. 


1.  If  the  children  are  familiar  with  the  old  story,  let  them  add  the  details. 


36  OBEDIENCE 

LESSON   III 

moab'6   m\{ 

This  story  leads  from  the  child's  (Joseph's)  obedience  to 
his  father,  to  a  child's  (one  of  God's  children,  Noah's)  obedience 
to  the  Heavenly  Father. 

Central  Thought.— Obedience  to  the  Heavenly  Father. 
Text. —"Thus  did  Noah;  according  to  all  that  God  commanded 
him,  so  did  he."     Genesis  6:22. 

Picture.— Return  of  the  Dove.     Oppenheim. 

LESSON   OUTLINE 

I.  Point  of  Contact :     The  rainbow. 

II.  The  Rainbow's  story. 

III.  The  Heavenly  Father's  care  for  Noah. 

IV.  The  Father  commands  Noah  to  build  an  ark. 

V.  Noah's  obedience. 

VI.  The  result. 

THE    LESSON 

Point  of  Contact. —  How  many  have  seen  a  rainbow?  Let 
the  children  tell  when  and  where  to  look  for  it. 

STORY 

The  bow  of  colors  that  comes  out  sometimes  after  a  rain, 
tells  us  a  story.  It  tells  of  a  storm  when  the  rain  fell  faster 
and  longer  than  you  have  ever  seen  it  when  you  looked  for 
the  rainbow. 

It  tells  of    some  one  called  Noah,  who  knew  of  the  storm 


OBEDIENCE  87 

long  before  it  came.  Noah  knew  all  about  it.  The  Heavenly 
Father  told  him,  because  He  had  something  for  him  to  do, 
and  the  Father  had  found  that  Noah  was  the  kind  of  child 
that  did  whatever  He  asked  him. 

The  storm  was  coming,  the  rain  would  fall  fast  and  long, 
until  the  mountains,  the  hills,  and  all  the  earth  would  be  cov- 
ered with  water. 

The  Father  told  Noah  about  it,  and  He  said,  "You  shall  be 
safe,  you   and   your   friends."     Then  he  told   Noah  what  to  do 


Oppenheim, 

"Thus  did  Noah;    according  to  all  that  God 
commanded  him,  so  did  he." 

Genesis  0:22. 

that  he  and  his  friends  might  be  safe.  "Make  thee  an  ark  of 
gopher  wood,"  said  the  Father;  "rooms  shalt  thou  make  in  the 
ark."  It  was  to  be  a  gi-eat  house,  like  a  boat,  which  would 
float  on  water.  In  it  there  was  to  be  room  for  Noah  and  his 
children,  for  two  of  every  kind  of  animal  and  insect  that 
lived  in  the  world,  with  food  enough  to  last  them  all  until  the 


38  OBEDIENCE 

storm  ceased.  Noah  must  build  the  great  ark,  gather  the 
food  and  store  it  away,  and  bring  in  the  animals,  if  they  were 
all  to  be  safe. 

Could  he  do  all  these  things,  and  would  he  ?  The  Father 
knew  before  He  told  Noah  of  the  storm  that  Noah  would  build 
that  ark  just  as  He  told  him,  would  gather  the  food,  and 
bring  in  the  animals.  Did  he?  "Thus  did  Noah;  according 
to  all  that  God  commanded  him,  so  did  he."^  The  storm 
came,  the  great  ark  was  ready,  and  Noah  was  safe.  Long 
days  the  rain  fell,  but  the  ark  was  strong.  It  floated  upon 
the  waters,  and  the  waves  that  pounded  against  its  sides  only 
told  Noah  how  well  the  Father  knew  just  how  to  tell  him 
to  build  it.  Every  wave  made  him  glad  he  had  put  in  each 
timber  just  as  the  Father  told  him.  That  "according  to  all 
that  Grod  commanded  him,"  so  he  had  done! 

After  many  days  the  rain  ceased,  and  the  waters  began 
to  go  down.  Then  Noah  sent  forth  a  raven  from  the  ark,  and 
it  went  to  and  fro  until  the  waters  were  dry.  Again  Noah 
sent  out  a  dove ;  it  could  find  no  place  to  rest,  and  came  back. 
Noah  put  forth  his  hand  and  brought  her  in  unto  him,  into 
the  ark.  Seven  days  later  he  sent  the  dove  forth  once  more, 
and  this  time  she  came  back  with  a  green  leaf  in  her  mouth. 
Then  Noah  knew  the  water  was  going  down  and  land  was 
appearing. 

Wlien  all  were  safe  again  on  dry  land  the  rainbow  came 
out  to  tell  them  that  no  more  should  a  flood  cover  the  earth. 
The  bow  of  bright  colors  still  comes  out  among  the  clouds  to 
tell  us  the  waters  shall  never  again  cover  the  earth,  and  to  tell 
us  the  story  of  Noah,  how  he  and  those  whom  he  loved  were 
safe,  because  "all  that  God  commanded  him,  so  did  he." 

1.    Genesis  6  :  22. 


OBEDIENCE  39 

LESSON   IV 

^be  (5ar^en  of  J6^cn 

This  story  is  given  as  an  example  of  disobedience,  in  con- 
trast with  the  obedience  of  Noah. 

"The  first  law  that  God  ever  gave  to  man  was  a  law  of 
pure  obedience." 

Central  Thought— Obey. 

Text.—"  Therefore  the  Lord  God  sent  them  [him]  forth  from  the 
garden  of  Eden."    Genesis  3:23. 

Picture.  — Adam  and  Eve  driven  out  of  Eden.     Dore. 

LESSON    OUTLINE 

I.  Point  of  Contact :     Gardens  or  parks. 

II.  The  Garden  of  Eden.  The  Father's  love  in  preparing  it  for 
His  two  children. 

III.  Their  disobedience.  "Obedience  is  the  key  to  every  door." 
— George  MacDonald. 

IV.  The  result. 

Note. — The  song,  "Waiting  to  Grow,"  is  introduced  with  the  lesson  of  today. 
The  teacher  can  develop  and  use  the  four  verses  of  the  song  at  her  discretion.^ 

THE   LESSON 

Point  of  Contact. — How  many  children  here  have  a  garden 
to  play  in  ?  Let  me  see  the  hands. ^  What  is  in  your  gar- 
den?    A  garden  has  flowers  and  trees  —  fruit  trees. 

Have  you  seen  a  garden  with  water  in  it,  a  fountain  or 
stream  ? 


1.  This  song  is  given  as  preparatory  to  the  Easter  work.    It  can  be  gracefully  introduced  with 
the  Nature-work  of  the  Garden  of  Eden  story. 

2,  With  city  children  ask,  How  many  ever  played  in  a  garden  ? 


40 


OBEDIENCE 


STORY 


Once  upon  a  time  there  was  a  garden  where  two  happy- 
children  lived  and  played.  All  kinds  of  beautiful  trees  and 
all   kinds  of   fruit    trees  —  everything  that   is   pleasant  to  the 

sight  and  good  for 
food — grew  in  the  gar- 
den, and  a  river  wa- 
tered the  garden. 
Here  those  two  chil- 
dren worked  and 
played,  for  the  garden 
was  theirs  to  enjoy 
and  care  for.  "Beasts 
of  the  field,"  "birds 
of  the  air,"  "every 
living  thing,"  all  were 
there,  and  they  were 
theirs  to  enjoy. 

A  dear  Father 
gave  the  garden  to 
those  children,  and 
said,  "It  is  all  yours, 
to  dress  and  to  keep." 
"Of  every  tree  of  the 
garden  thou  mayest 
freely  eat,"  He  said. 
All  except  one  —  just 
one.  "Of  the  fruit  of 
the  tree  which  is  in  the  midst  of  the  garden,  ...  Ye  shall 
not  eat  of  it,  neither  .  .  .  touch  it." 

For  good  reasons  the  kind  Father,  who  had  given  them 
so  much   to   enjoy,  asked    them   to    leave    that   one  tree    un- 


"  Therefore  the  Lord  God  sent  them  [him]  forth  from 
the  garden  of  Eden." 

Genesis  3:23 


OBEDIENCE  41 

touched.  For  some  time  the  children  kept  away  from  the 
tree  and  were  busy  and  happy.  But  one  day  they  came  near 
it  —  near  the  tree  the  Father  had  said  they  were  not  even  to 
touch.  They  kept  near  the  tree,  "it  was  pleasant  to  the  eyes," 
and  the  fruit  of  the  tree  looked  good;  seemed  (to  them)  to 
be   good. 

At  last  they  touched  the  tree,  and  then  ate  of  the  fruit. 

At  evening,  when  the  Father  found  them,  He  knew  they 
had  done  the  one  thing  He  had  told  them  not  to  do— Jiad 
taken  the  fruit  of  the  one  tree  that  He  had  asked  them  to 
leave  untouched. 

And  the  Father  sent  them  forth  out  of  the  garden. 

Therefore  He  sent  them  forth  from  the  Garden  of  Eden. 
Never  again  could  they  enjoy  that  beautiful  place. 


Maittna  to  Grow, 


Amanda  TtntNER. 


r-O-S-s c c P^ 

1 ^ \ 

7  ^"tt^ — fv ^ ^— i  —J ^- 

F — li    d 

N 

~^ — ^ — F~ 

lr^      O               m       ttJ       •     • 

N       r^      •     •  • 

i 

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.'^      J 

•     <^     J 

%)                                                                   -0-       ' 

1.  Lit    -   tie    white  snow    -    drop     just  wak  -  ing    up, 

2.  Think  what    a       host           of       queer  lit  -    tie    seeds, 

3.  Think  of       the    roots        getting  read  -  y        to    sprout, 

4.  Noth  -  iug's  so      small,        or       hid  -  den       so    well 

Vi    -     o   -  let. 
Soon   to      make 
Reaching    their 
That  God   can  -  not 

— 1 — ^^ i — 

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— =i 1 1 — H =i — i 1- 

— H — • — « ■ — ^ — «- 

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1 

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\=ti^ 1                 1 

-IpHv 

dai  -    sy       and    sweet  but  -  ter    cup ;  Un  -  der      the  leaves  and  the 

flow  -  ers      and    moss  -  es      and  weeds.       Are  un  -   der      the  leaves  and  the 


slen  -  der,    brown  fing  -  ers      a  -    bout, 


Un  -  der      the  leaves  and  the 


find      it       and    pres  -  ent  -  ly     tell  His  sun  where    to    shine,  and   His 


I 


3E 


:^ 


lifi 


ice  and    the  snow,  Wait  -  -  ing, 

ice  and    the  snow,  AVait  -  -  ing, 

ice  and    the  snow,  Wait  -  -  ing, 

rain  where  to  go.  Help  -  -  ing. 


Wait-ing  to  grow ! 
Wait-ing  to  grow ! 
Wait-ing    to    grow  I 


Wait-ing    to    grow  ! 
Help-ing  them  grow. 

1-1 — I— "^ 


From  the  "  Kindergarten  Magazine,"  by  permission. 
(42) 


OBEDIENCE  43 

LESSON   V 

Cbri0f  anb  tbc  jfiebcrmen 

This  story,  in  contrast  with  the  disobedience  of  Adam  and 
Eve,  shows  the  immediate  obedience  of  the  fishermen,  and  the 
result  of  that  obedience. 

Central  Thought.— Perfect  obedience. 

Text.—"  He  saith  unto  them,  Follow  Me,  .  .  .  And  they  straight- 
way left  their  nets,  and  followed  Him."     Matthew  4: 19,  20. 

Picture.— Christ  and  the  Fishermen.     Zimmermann. 

LESSON   OUTLINE 

I.  Point  of  Contact :     Lakes  or  rivers,  boats  and  fishermen. 

II.  Life  of  the  fishermen.     Boyhood  of  Andrew  and  Peter. 

III.  Christ's  command. 

IV.  Their  obedience. 

V.  The  result  :  They  became  the  truest  friends  and  the  most 
helpful  workers  of  the  Christ.  "Ye  are  my  friends,  if  ye  do  whatso- 
ever I  command  you."     John  15  :  14. 

Note. —  The  Obedience  work  can  be  reviewed  briefly  at  the  discretion  of  the 
teacher. 

THE  LESSON 

Point  of  Contact.— 'Kow  many  boys  here  have  been  to  the 
lake  or  sea -shore?  Have  you  seen  men  and  boys  at  work 
down  by  the  lake  ?  What  were  they  doing  ?  (Lead  on  until 
some  child  speaks  of  fishermen,  or  you  may  have  to  ask  if  they 
have   seen  men  out  fishing,  and  glean  stories   on  this  point). 

STORY 

Two  brothers  lived  down  by  the  lake -shore.  Along  that 
shore   was    a   long   line   of    square    huts    where   the    fishermen 


44 


OBEDIENCE 


livedo  Not  far  from  those  huts  was  the  home  of  the  brothers. 
Then-  father  was  a  fisherman,  and  the  brothers  were  fisher- 
men, too.  All  their  lives  they  had  lived  by  the  lake.  They 
could  not  remember  when  they  had  not  known  how  to  swim, 
to  row  a  boat,  to  bait  the  hooks,  and  to  let  down  the  nets. 
When  they  were  small  boys  their  father  used  to  take  them 
out  in  his   boat   in  the   early  morning  when  it  was  just  grow- 


"He  saith  unto  them,  Follow  Me,  .  .  .  And  they  straightway  left 
their  nets,  and  followed  Him." 

Matthew  4:19,  20. 

ing  light  — for  fishermen  have  to  work  while  other  men  sleep 
—  and  show  them  how  to  let  down  the  nets.  When  the  nets 
were  full  he  taught  them  how  to  pull  them  in,  to  bring  the 
boat  up  to  the  shore,  to  unload  it,  and  to  pack  the  fish  to 
send  to  the  city^  not  far  away. 

How  those  boys  loved  to  go  fishing  !     They  loved  the  blue 
water,  with  its  waves  when  the  wind  blew,  and  its  shadows 


1.    Let  us  make  a  hut  with  our  hands. 


2.    Jerusalem. 


OBEDIENCE  45 

when  it  was  still.  They  loved  the  trees  along  the  shore,  for 
they  often  pulled  the  boat  up  under  them  and  rested  when 
the  sun  was  too  warm  to  work. 

They  loved  the  boat  with  its  sails,  and  the  wind  that  filled 
the  sails !  They  loved  the  nets,  for  the  best  part  of  all  was 
pulling  them  in  when  they  were  so  full  that  it  took  both  boys 
to  haul  them  up  into  the  boat. 

They  knew  just  where  the  water  was  deepest,  and  where 
the  big  fish  and  the  small  ones  had  their  homes.  They  knew, 
in  the  early  morning,  when  they  pushed  out  their  boat,  just 
where  they  would  surely  find  fish. 

The  Christ  lived  near  that  lake.  He  knew  of  the  brothers. 
He  had  seen  them  at  work,  and  had  said  :  "  They  are  strong. 
They  know  how  to  work  early  and  late.  They  are  the  kind 
of  brothers  that,  when  their  father  says  'Come,'  they  come; 
and  'Go,'  they  go,  and  when  he  says  'Let  down  the  nets,' 
they  let  them  down  that  very  minute,  and  then  listen  for  his 
word  to  'pull  up  the  nets.'" 

One  day  Jesus,  walking  on  the  shore,  saw  those  two 
brothers  in  a  boat  casting  a  net  into  the  lake.  And  Jesus 
called  to  them,  saying,  "  Leave  your  nets,  and  come,  fol- 
low me." 

The  brothers  had  seen  the  Christ.  They  knew  His  voice. 
When  they  saw  He  was   calling  to  them,  how  they  listened! 

"Follow  me"— those  were  His  words. 

"Would  they  leave  the  lake,  the  boat,  the  home  ?  Without 
stopping  to  pull  in  the  nets,  He  saw  them  turn  their  boat 
toward  the  shore.  Yes,  they  were  coming,  for,  "Straightway 
they  left  their  nets,  and  followed  Him." 


Easter 

SPRING    SEASON 

Because   I    live,  ye    shall    live    also. — John   14  :  19. 

Death    is    swallowed   up    in   victory. — I  Corinthians  15  :  54. 

To    die    is    gain. — PMlippians  1:21. 

^HE  topic,  Easter,  has  been  chosen  for  the  follow- 
ing reasons  : 

I.    That  the  child  may  understand  the  mean- 
ing of  the  coming  Easter  festival. 
^3>T  *^  II-    That    he    may  look  upon    Springtime   as 

Nature's  resurrection  day. 

III.  That  he  may  feel  something  of   the  hidden  meaning 
of  the  resurrection  of  seeds  and  flowers. 

IV.  That  he  may  know  Christ  as  the  Risen  Saviour,  who 
said:   "Because  I  live,  ye  shall  live  also." 

V.  That   he   may  have    a    story- picture    of   the    Heavenly 
Home,  a  picture  revealing   it  to   be  a  home   of   glory  and  of 

joy- 

VI.  That  he  may  think  of  death  as  a  home -going,  a  joyous 
resurrection,  a  "day  of  joy  and  gladness." 

The  topic  will  be  presented  in  four  lessons: 
Lesson  I.    "How  a  Little   Brown  Bulb  Became  an   Easter 
Lily."    The  Easter  lily,  in  its  beauty  and  perfection,  is  sym- 
bolic of  the  resurrected  life  of  the  Christ.^    The  story  not  only 


1.    See  Outline  for  Lesson  I,  page  48. 

(46) 


EASTER 


47 


possesses  this  hidden  symbolism,  but  leads  the  child  to  an 
observation  of  the  awakening  of  all  seeds  and  flowers  "at 
Easter  time," 

Lesson  II.    The  Risen  Christ:   The  ResuiTection  story. 

Lesson  III.  "He  is  Risen."  The  Resurrection  story  (re- 
viewed and  continued).     "Because  I  live,  ye  shall  live  also." 

Lesson  IV.  The  Heavenly  Home  to  which  the  Christ  went 
when  He  left  the  world  soon  after  that  first  Easter  morning, 
and  to  which  he  went  to  prepare  a  place  for  us.  Easter  joy, 
"Because  I  live,  ye  shall  live  also."  "I  go  to  prepare  a  place 
for  you,  that  where  I  am  there  ye  may  be  also."  "Death  is 
swallowed  up  in  victory."     "To  die  is  gain." 


48  EASTEK 


LESSON   I 

IN  THE  SPRING  TIME 

The  story  today  is  of  "How  a  Little  Brown  Bulb  Became  an 
Easter  Lily,"  and  leads  the  child  to  a  perception  of  the  Spring- 
time resurrection  of  all  seeds  and  flowers. 

"This  is  the  world  of  seeds,  of  causes,  and  of  tendencies: 
the  other  is  the  world  of  harvests  and  results." — Addison. 

Central  Thought.—  The  Springtime  resurrection  of  leaves, 
flowers  and  butterflies. 

Text.—  "The  seeds  and  flowers  are  sleeping  sound, 
Till  Easter  time,  till  Easter  time."     Song. 

Picture.  —  Summer  Pleasures.     Plockhorst. 

Song.— Nature's  Easter  Story.^ 

LESSON   OUTLINE 

I.  Point  of  Contact :  A  bulb  brought  into  class  ^,  or  growing 
grass,  bursting  buds  on  trees,  or  Song,  "  Waiting  to  Grow." 

II.  A  symbolic  story  :  "  How  a  Little  Brown  Bulb  Became  an 
Easter  Lily." 

"Symbolism  is  in  harmony  with  child-nature,  and  in  due  time  the 
foreshadowed  ideals  will  reveal  themselves  in  the  child's  mind  and 
life. 

"  The  function  of  adult  wisdom  is  to  provide  the  conditions  for 
implanting  the  symbolic  germs  of  vital  principles  in  the  mind  of 
unconscious   childhood. 

"  The  unfolding  of  the  germs  into  controlling  principles  should  be 
the  work  of  later  years. 

1.  In  Song  Stories  for  the  Sunday  School,  page  14,  see  note,  page  xi. 

2.  The  starting  point  of  tliought  is  sense  perception.— Pes<aiozzi. 


EASTEK  49 

"The  habit  of  'pointing  the  moral'  of  the  tale,  or  incident,  is  a 
kindred  error  to  the  practice  of  forcing  mature  theories  of  religion, 
or  adult  practices,  on  the  child."— Frilhel's  Educational  Laws  for  All  Teachers. 
— Hughes,  page  33. 

Drop  the  seed,  and  trust  God  and  Nature  for  the  rest. 

III.  Other  bulbs  and  seeds  that  wake  at  Easter  time.^ 

IV.  Development  of  stanza  I  of  song : 

"  The  seeds  and  flowers  are  sleeping  sound, 
Till  Easter  time,  till  Easter  time."^ 

THE  LESSON' 

Point  of  Contact. — I  have  something  here  in  my  hand.^ 
Let  me  see  the  eyes  that  would  like  to  know  what  it  is/ 
Just  now  I  am  going  to  call  it  "a  little  brown  house." ^  Every 
door  and  every  window  of  this  little  brown  house  is  closed, 
there  is  not  a  crack  where  we  can  peep  in.  Yet  in  here,  safe 
and  sound,  a  secret  is  hiding. 

STORY 

Many  weeks  ago  a  little  brown  house  like  this  one  was  put 
into  a  large  crock  of  earth,  and  the  crock  set  in  a  sunny 
corner  of  a  big  greenhouse.  The  sunshine  came  through  the 
glass  roof,  the  house  was  kept  warm,  and  every  day  the 
secret  in  the  brown  house  could  hear  the  trickling  of  water, 
and  feel  something  coming  down  through  the  dirt. 

Days  came  and  went,  wintry  days,  and  then  warm  days. 
The  sunbeams  that  fell  on  the  greenhouse  roof,  and  down  on 


1.  In   schools  where    a    few   seeds    can   be    given    to    each    cliild    to    take    home    and    plant,  It 
■will  be  found   helpful  in   the   development  of  this  Easter  thought. 

2.  Have  the  children   hum    the  last  line    of  the  verse.      What  "they  (the   seeds   and   flowers) 
seem   to   say"  promise   to   tell   them   later. 

3.  Hold  up  tlie  hands,  between  which,  tightly  covered,  is   a   bulb. 

4.  Uncover,  and  let   the  children   guess. 

5.  The  Easter  lily  bulb  is  of  a  silvery  color.      It  is  usually  soiled  from  packing,  and  appears 
of  a  darker  color. 

D 


50 


EASTER 


the  dirt  in  the  crock,  never  dreamed  of -the  secret  that  was 
working  so  hard  to  free  itself,  to  get  out  of  the  brown  house, 
and  up  into  the  light.  The  days  grew  longer,  and  at  last 
the  brown  house  could  hold  it  no  longer.      It  burst  the  walls. 

Slowly  it  rose,  inch  by 
inch  it  came  up  through 
the  dirt  to  the  light,  where 
the  blossoms  of  the  plants 
in  the  greenhouse  were 
watching  to  see  it.  Its 
roots  had  spread  out  in 
the  dirt,  and  its  straight 
stalk  was  growing  up, 
up.  Leaves  were  grow- 
ing around  it. 

Now  the  robins  were 
coming  back,  the  trees 
were  unfolding  their  leaf- 
lets, and  on  the  stem 
that  had  come  from  the 
brown  house,  and  was 
standing  among  the  green 
leaves,  something  was 
opening.  It  was  white. 
There  were  six  leaflets, 
and  in  the  center  stems 
powdered  with  yellow. 
One  by  one  they  unfolded, 
and  then  a  strange,  sweet  odor  filled  the  air.  It  was  Easter 
morning.  Out  of  the  brown  house  had  risen  a  lily,  pure 
white  —  a  lily  to  add  its  joy  to  that  glad  Easter  morn. 

The  lily  looked  around.      Through  the  window  it  could  see 
the   green   grass,   the   trees,   the    birds.      All    the   world   was 


"  The  seeds  and  flowers  are  sleeping  sound, 

Till  Easter  time,  till  Easter  time." 

Song. 


EASTER 


51 


waking  up.  The  early  blossoms,  daffodils  and  violets  were 
out.  They  had  come  from  seeds  —  as  the  lily  from  the  bulb  — 
had  grown  out  of  brown  seeds  and  were  now  up  in  the  light, 
out  in  this  big  new  world,  and  children  were  playing  around 
them,  as  we  see  them  in  the  picture  today. ^ 

Develop  the   first  stanza  of  the   song. 

The  following  song  may  be  used  by  those  who  have  not  the  pamphlet  of  songs. 


1.    Question   tlie  children,  and    let   them   tell   of  seeds   that  they  have   seen  planted  and  grow- 
ing, and  of  what   they  have  seen   in  the  world   around  them. 


jEastcr  Song* 


E.  S. 


-:,-^ 


The  lit-tle  flowers  came  from  the  ground,' At  Eas  -  ter  time,    at    Eas  -  ter  time.  They 
a • ^ ^—r—» ^ 


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raised  their  heads  and    looked  a  -  round,  At 


hap  -  py    Eas  -  ter    time.     And 


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each   lit-   tie     bud   did     say,  "Good  peo- pie,  bless  this  ho  -  ly     day, 


±=^: 


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Used  by  per.  of  Thomas  Charles  Company,  and  Milton  Bradley  Company,  owners  of  the  copyright. 

(52) 


EASTER  53 

LESSON   II 

ZTbe  IRisen  Cbrist 

The  Resurrection  story  is  given  today  that  the  child 
may   understand   the   meaning   of    Easter   when   it   comes. 

Central  Thought.— The  Risen  Christ. 
Text.— "He  is  Risen."     Mark  16:6. 
Picture.— Touch  Me  Not.     Schonherr, 
Song.— "  Nature's  Easter  Song."     (Continued.) 

LESSON   OUTLINE 

I.  Point  of  Contact:     The  Lily  Blossom.     (Review  last  story.) 

II.  Story  :  "  The  Risen  Christ."  "  The  child  cannot  have  suffi- 
cient knowledge  of  situations  to  justify  a  story  exhibiting  horror. 
For  this  reason  the  physical  sufferings  of  our  Lord  on  the  Cross 
must  not  be  minutely  pictured,  and  His  death  ought  seldom  to  be 
mentioned  apart  from  His  rising  again." — Patterson  DuBois  in  Tlie  Point 
of  Contact  in  Teaching,  jMge  80. 

III.  The  Joy  of  the  Resurrection  Morn  — "  He  is  risen." 

IV.  Development  of  Stanza  II  of  "Easter  Song." 

THE  LESSON 

Point  of  Contact. — Do  you  remember  the  bulb,  and  the 
life  in  it  that   grew  until  it  became, a  beautiful   Easter  lily? 

STORY 

I  know  of  One  whose  life  was  as  beautiful  and  pure  as 
that  of  the  Easter  lily.  When  He  was  here  upon  earth, 
no   man  ever   called   to   Him   for   help,   and   never   a  woman 


54 


EASTER 


came  near  to  touch  Him,   but  he   stopped,   and  listened,   and 
helped  them. 

His    life   was    so   beautiful    that   He    always    had    time   to 


He  is  risen" 

Mark  16:  6 


stop  and  listen  and  help  whomever  He  met,  or  whoever 
came  to  Him  for  help.  The  Christ  came  down  "to  show 
all   people   how   to   help    and   to   love." 

Once   He   took   the   children   in   His    arms,   and   gathering 


EASTER  55 

other  children  about  Him,  told  them  how  much  He  loved 
them,  and  how  He  had  come  to  show  them  "how  to  help 
and  how  to  love."  And  He  said,  "Suffer  the  little  children 
to    come   unto   me." 

But  even  when  the  Christ  had  come  to  help  every  one, 
there  were  a  few  cruel  men  in  the  world  who  said:  "We  will 
take  away  His  life  for,  if  we  do  not,  everybody  will  love 
Him." 

After  they  thought  they  had  taken  away  that  beautiful 
life  they  took  His  body  and  laid  it  in  a  cave,  and  rolled  a 
stone  against  the  door.  But,  though  they  had  taken  the 
life  from  His  body.  His  life  —  the  part  that  loves  and  smiles 
and  speaks, —  that  they  could  not  hurt,  for  the  Heavenly 
Father  had  given  that  life,  as  He  has  given  you  and  me 
our   lives,    and   nothing   could   hurt   it. 

After  three  days  some  women,  who  loved  the  Christ, 
whom  He  had  helped,  went  to  the  cave  carrying  perfumes 
and  spices.  And  lo !  the  stone  was  rolled  away.  An  angel 
was  there,  and  it  said :   "He  is  risen  ;  He  is  not  here." 

The  women  turned  away  to  go  into  the  garden,  and 
there,  in  the  garden  they  found  Him,  the  Christ  their  Master. 
Only  He  was  so  beautiful  that,  at  first,  they  did  not  know 
Him.  But  when  He  spoke,  and  said,  "Mary,"  they  knew 
Him.  They  knew  He  had  risen.  Because  of  the  joy  in 
their  hearts,  right  there  they  knelt  at  his  feet,  the  feet  of 
the  Christ,  the  Eisen  Christ,  and  they  worshipped  Him  there. 

That   was   the   first   Easter   morning. 

Develop  stanza  II  of  the  song.     Hum  the  last  line  as  before. 


56  EASTER 

LESSON   III 

*'  Ibe  10  IRieen  '* 

The  story  today  is  a  review  of  the  Resurrection  story 
given  last  Sunday,  with  the  added  promises  of  the  Christ : 
"Because  I  live,  ye  shall  live  also,"  and  "I  go  to  prepare  a 
place  for  you."^ 

Central  Thought.— The  Promises  of  the  Christ:      "Because 
I  live,  ye  shall  live  also,"  and  "  I  go  to  prepare  a  place  for  you." 
Text.— "  Because  I  live,  ye   shall  live  also."    John    14:19. 
Picture,— The   Resurrection.     Maack. 
Song.— "  Nature's  Easter  Song."     (Continued.) 

LESSON  OUTLINE 

I.  Point  of  Contact:     "Easter  Song." 

II.  The  Risen  Christ  (Review  of  last  story)  .^ 

III.  It  was  this  Christ  who  said  "  Because  I  live,  ye  shall  live  also," 
"  always,"  and  "  I  go  to  prepare  a  place  for  you,  .  .  .  that  where 
I  am,  there  ye  may  be  also."  Soon  after  the  Resurrection  Morn,  He 
went  to  the  Father  to  prepare  a  place  for  us,  where  we  shall  live  with 
Him  "  always"  in  the  Heavenly  Home. 

IV.  Development  of  Stanza  III  of  song,  "  Nature's  Easter  Story," 

adding  last  line  : 

"And  as  they  rise  they  seem  to  say 

That  we  shall  live  alway." 
THE   LESSON 

Point  of  Contact.— DrsiW  last  Sunday's  story  from  the  chil- 
dren. If  they  are  not  inclined  to  answer  questions,  tell  the 
story  again. 

1.  The  story  is  reviewed,  as  it  is  a  lieavy  story  for  the  young  child.  It  must  be  told  more 
than  once  if  he  is  to  appreciate  it.     Review  it  carefully. 


EASTER 


57 


It  is  because  of  that 
first  Eastern  morning, 
because  the  angel  said, 
"  He  is  Risen,"  and 
because  the  risen  Christ 
came  forth  into  the 
garden  and  spoke  with 
the  women,  that  ah 
the  world  is  so  joy- 
ous today,  that  all  the 
world  is  happy  on 
Easter ! 

STORY 

Soon  after  that  first 
Easter  morning  the 
Christ  went  to  live 
with  the  Heavenly 
Father.  But,  best  of 
all,  before  He  went 
to  be  with  the  Heav- 
enly Father,  He  said, 
"  Because  I  live,  ye 
shall  live  also."  He 
said :  "  I  am  going  to 
the  Father  to  prepare 
a  place  for  you  where, 
after  a  little,  you  shall 
be  with  me  always  in 
the  Heavenly  Home." 

We  may  get  sick, 
or   hurt,  or   may  die  ; 


"Because  I  live,  ye  shall  live  also" 

John  14  :  19 

but   nothing   can    really  hurt  our   life. 


the  part  of  us  that  thinks  and  feels  and  speaks    and   smiles  ; 


58 


EASTER 


for  Jesus  the  Christ  said  :  "  Because  I  live,  ye  shall  live 
also." 

A  few  days  ago  a  little  girl  came  to  me,  and  said : 
"  Grandma  went  to  Heaven  last  night. "^  Grandma's  body  they 
laid  in  the  ground,  but  the  Grandma  who  loved  Marie  and 
spoke  to  her  and  told  her  stories  —  Grandma  with  her  beauti- 
ful life,  lives  today,  now,  with  the  Christ  in  the  Heavenly 
Home  ;  for  He  said :  "  Because  I  live,  ye  shall  live  also," 
and  "I  go  to  prepare  a  place  for  you." 

Would  you  like  to  hear  about  the  place  He  has  gone  to 
prepare,  where  we  shall  be  with  Him  ? 

The  story  next  Sunday  will  tell  you. 

Develop  stanza  III  of  the  song. 


1.   The  teacher  can   substitute  a  personal  experience  if  she  prefers. 


EASTER  59 


LESSON  IV 

ZTbe  Ibcavcnl^  1bome' 

The  story  is  of  the  Heavenly  Home,  as  revealed  to  John  in 
the  vision  recorded  in  Revelations  21  and  22.  It  should  be 
told  as  a  vision  of  the  Christ's  nearest  friend,  "John  the  Be- 
loved," "that  disciple  whom  Jesus  loved."- 

It  was  this  Heavenly  Home  to  which  the  Christ  went  to 
prepare  a  place  for  us,  when  He  left  the  world  soon  after  the 
first  Easter  morning. 

Central  Thought.— The  glory  of  the  Heavenly  Home,  and  the 
joy  of  our  Home-going.  "Heaven  is  a  treasury  of  everlasting 
joy." — Sha  kespeare . 

Text.— "I  go  to  prepare  a  place  for  you."     St.  John  14:2. 

Picture.— Christ  in  Clouds.     G.  Biermarin. 

LESSON   OUTLINE 

I.  Point  of  Contact :     Easter,  and  Review  of  the  Easter  stories. 

II.  Story — "The  Heavenly  Home."^ 

III.  Song:  "Nature's  Easter  Story" — Last  line  added  to  every 
verse — namely : 

"That  we  shall  live  alway" — in  the  Heavenly  Home. 

THE  LESSON 

Point  of  Contact. — Easter  is  one  of  the  glad  days  of   the 
year,  because,  on  the  first  Easter  morning,  what  happened? 
Review  the  Easter  stories  with  the  children. 


1.  The  sweetest  type  of  heaven  is  home. — J.  G.  Holland. 

2.  John  21  :  7. 

3.  The  prime  object  of  this  story  is  to  cause  the  children  to  think  of  death  as  an  exchange 
of  worlds,  a  going  home  to  loved  ones,  a  happy  transition,  to  be  looked  forward  to  as  a  "day  of 
joy  and  gladness." 


60 


EASTER 


8T0BY 


Not  long  after  that  first  Easter  morning,  one  of  the 
Christ's  dearest  friends  was  far  from  home  and  alone.  He 
was    alone    on  an   island,    with    no    friends,  no    houses    near, 

only  the  birds,  beasts,  and 
trees,  the  rocks  and  the  ocean. 
It  was  a  friend  who  had 
been  with  the  Christ  very  often, 
when  He  was  here  in  the  world. 
But  now  the  Christ  had  gone 
to  live  with  the  Heavenly 
Father,  and  this  friend  was 
far  from  home  and  alone. 

Often  he  stood  on  the  great 
rocks  by  the  sea  and  watched 
the  big  waves  come  tumbling 
in.  Then  he  would  look  back 
at  the  hills  and  the  trees. 
Sometimes  in  the  evening  he 
watched  the  moon  coming  up 
over  the  ocean.  Then  the  stars 
would  come  out,  and  John,  for 
that  was  his  name,  would  feel 
that  the  Father  was  caring  for 
him  there  on  that  lonely  island, 
caring  for  him  just  as  much  as 
when  your  own  father  takes 
you  up  and  folds  his  strong 
arms  around  you. 
And  lo  !  as  John  thought  of  the  Christ,  an  angel  came  to 
him,  and  the  angel  was  from  the  Heavenly  Home.  The  angel 
came   to   tell   him    something   of    the   Heavenly   Home    where 


"I  go  to  prepare  a  place  for  you" 

St.  John  14:  2 


EASTER  61 

some  day  he  would  live  with  the  Christ.  In  that  home  the 
angel  told  him  there  was  no  sickness  and  no  tears,  no  pain 
and  no  crying,  no  night.  All  about  the  Heavenly  Home,  he 
said,  there  shone  a  wonderful  light.  There  was  no  need  of 
sun  or  moon,  and  the  light  was  the  glory  of  God,  and  the 
glory  of  the  Risen  Christ. 

"  In  the  Heavenly  Home,"  the  angel  said,  "  the  Father 
shall  forever  rejoice  because  His  children  are  with  him,  and 
we.  His  children,  shall  rejoice,  all  the  days  —  days  and  days 
without  number,  because  we  are  with  Him  and  the  Christ. 
There  we  shall  see  the  Christ,  see  His  face,  see  Him  as  He 
is,  and  be  with  Him  forever !  " 

And  when  the  angel  had  finished  speaking,  John,  alone  by 
the  sea,  knelt  to  worship  before  the  angel  which  showed  him 
these  things. 

The  angel  told  John  that  "  we  shall  live  alway."  Do  you 
know  of  anything  else  that  tells  us  "  we  shall  live  alway? " 
The  seeds  and  flowers !     Shall  we  sing  our  Easter  Song  ? 

(See  Lesson  Outline.) 


IReab^ 


SPRING   SEASON 

"Be  ye  therefore  ready." — LuTce  12:  40. 

pis  topic  has  been  chosen  for  two  reasons  : 

I.  "Ready"  is  Nature's  thought  and  attitude 
in   the    Springtime. 

II.  "Eeady"  is  within  the  experience  of  every 
child.  Not  a  day  passes  but  the  child  should  be 
"ready"   for   school,  "ready"    to   get   up    in    the 

morning,  "ready"  to    obey,  "ready"  to  go  to  bed  at  night. 

The  topic  will  be  presented  in  eight  lessons  : 

Lesson  I.  "Ready  for  Spring."  Songs:  "Waiting  to  Grow," 
and  "Nature's  Easter  Story."  Seeds,  flowers,  butterflies, 
streams,  and  birds  —  all  are  "Ready  for  Spring." 

House-cleaning,  clothes,  and  the  farmer's  work. 

Lesson  II.  "The  Clock."  There  is  a  time  for  everything. 
"To  everything  there  is  a  season,  ...  a  time  to  keep  silence, 

and   a   time   to    speak."      Ecclesiasties  3 :  l  and  7. 

When  that  time  comes  we  should  be  "Ready." 

Lesson  III.  "Miriam  and  Moses."  This  story  shows  a 
child  "Ready"  at  the  right  moment  to  help  in  the  home,  to 
help  mother  and  the  baby  brother.  "And  his  sister  stood  afar 
off,  to  wit  what  would  be  done  to  him."     Exodus  2:  4. 

Lesson  IV.  "The  Good  Samaritan,"  who  was  "ready  to 
every  good  work." 

Lesson  V.    The  "Foolish  Virgins"  (in  contrast  with  Miriam 

(62) 


EEADY 


63 


and    the    Good   Samaritan)   who  were   not    ready  "with    their 
himps  trimmed  and  burning,"  when  the  bridegroom  came. 

Lesson  VI.  "Gideon's  Army."  The  readiness  of  every  true 
soldier,   in    liis    place,   and    ever   ready  to    obey  every  order. 

Lesson  VII.  "Jesus  ever  ready"  for  every  good  work.  The 
one  perfect  type  of  readiness  to  help  at  every  point,  to 
help  all,  from  the  blind  beggar  (Bartimeus)  to  the  rich  young 
ruler. 

Lesson  VIII.  "At  the  Last  Supper."  Jesus'  readiness  to 
help,  even  in  the  doing  of  an  humble  task.  Jesus  washing  the 
disciples'  feet. 

"He  came  down   to   show   all   people 
How  to  help  and  how  to  love." 


TTf^: 


A^ 


^.:J 


•M''  ■■r-yy 


64  READY 


LESSON    I 

IReabi^  for  Sprina 

This  lesson  leads  the  child  to  recognize  the  forces  in 
Nature,  acting  under  law.  "Seedtime  and  harvest  shall  never 
fail." 

Central  Thought.— Nature's  readiness  in  the  springtime. 

Text.— "The    time    of    the    singing    of    the    birds  is    come." 

„  r,       ,,  Tir  T  Soug  of  Solomon,  2:12. 

Picture.— Swallows.     M.  Laux. 

LESSON-  OUTLINE 

I.  Point  of  Contact :  Songs,  "Nature's  Easter  Story,"  and  "Wait- 
ing to  Grow." 

II.  Seeds,  flowers,  butterflies,  and  birds  ready  for  Spring.  The 
farmer  ready — sowing  the  seed.     Mother  ready — cleaning  house. 

THE  LESSON 

Point  of  Contact.  —  For  long  weeks  something  has  been 
"Under  the  leaves  and  the  ice  and  the  snow,  waiting  to  grow." 
Perhaps  the  piano  will  tell  us  what  it  is.  (Let  the  pianist 
play  softly  the  song,  "Waiting  to  Grow.")  Who  knows  what 
it   is  ?  1 

How  did  the  "snow-drop,"  the  "daisy,"  and  the  "butter- 
cup" know  when  it  was  time  to  get  up  %  Some  one  had  to 
tell  them.  If  you  had  been  in  the  right  place  at  the  right 
time  you  would  have  heard  some  one  call  them.  But  since 
you  could  not  be  there  I  must  tell  you  about  it. 

1.    Sing  the  Song. 


KEADY 


65 


STORY^ 

Early  one  Spring  morning  when  all  was  still,— there  were  no 
leaves  to  rustle  in  the  wind,  and  no  robins  to  sing,— some  little 
creatures,  whose  names  you  have  heard,  were  huddled  together 
on  the  end  of  a  cloud.  They 
were  holding  fast  to  each 
other  as  if  every  minute  they 
expected  to  fall,  while  they 
whispered  softly,  so  that  no 
one   would  hear. 

"Do  you  think  they  are 
ready?"  said  one.  "It  is  time 
we  were  going,  and  time  for 
them  to  wake  up."  "But  sup- 
pose they  would  not  leave 
their  warm  beds?"  said  an- 
other, who  was  dancing  on 
the  very  edge,  and  seemed 
to  want  to  fly  off  right  away. 
"What  a  strange  world  this 
would  be  with  no  flowers, 
no  grass,  no  leaves  on  trees, 
no  summer  at  all." 

"Nonsense,  of  course  they 
will  be  ready,"  and  the  little 
creature  at    the    end    of   the    cloud   pushed  itself    up    against 
the  one  next  to  it  as  if  trying  to  coax  it  to  start. 

There  was  one  big— I  almost  told  you  its  name^  — just 
ready  to  let  himself  go,  but  he  clung  to  the  cloud  long  enough 
to  say:  "They  are  ready;  all  they  want  is  to  know  that  it  is 
time.    I  helped  call  them  last  Spring.    We  ought  to  be  going, 

1.    Use  blackboard  sketching  (crude)  with  this  story. 
E 


Af.  Laux 

"  The  time  of  the  singing  of  birds  is  come" 

Song  of   Solomon,  2:12 


66  KEADY 

or  our  friends  in  that  black  cloud  in  the  West  will  be  there 
first."  He  was  gone.  The  others  saw  him  fly  down,  and  light 
in  a  garden  where  last  year  there  had  been  beds  of  flowers. 

The  little  creatures  left  behind  looked  at  each  other,  and 
then  one  after  another  said:   "Let  us  go,  too." 

And  they  went  down,  down,  to  the  garden.  Their  friends 
in  the  black  cloud  soon  followed,  and  the  old  gardener,  as  he 
picked  up  his  tools  and  started  off  toward  the  house,  said: 
"What  a  splendid  Spring  shower!" 

A  violet  down  in  the  ground  felt  the  fresh  drops,  turned 
over,  opened  its  eyes,  and  said:   "I  must  get  up  at  once." 

The  grass  whispered  something  about  being  as  early  as  the 
violets,  and  an  apple  tree  said:  "Those  raindrops  mean  it 
is  time  I  was  unfolding  some  buds.  It  seems  good  to  be  busy 
again." 

By  the  time  the  violets  were  out,  the  grass  up,  and  the 
trees  blooming,  the  birds  were  coming  back,  and  the  butter- 
flies were  flying  about. 

The  farmer  began  plowing  and  putting  in  seeds,  and  the 
mother  was  cleaning  the  house,  and  getting  out  the  spring 
clothes. 

All  were  "ready,"  but  not  a  minute  too  early,  for  Spring  had 
come,  and  Summer  was  not  far  away. 


READY  67 

LESSON  II 

^be  Clock 

One  of  the  most  important  lessons  in  child-life  is  em- 
bodied in  the  words  of  Solomon  :  "  To  everything  there  is  a 
season,  ...  a  time   to  keep    silence,   and   a   time  to  speak." 

Eeclesiastes  3: 1  and  7. 

The  lesson  today  is  given  to  show  the  child  that  there  is  a 
time  for  everything :  that  when  the  time  comes  to  get  up  in 
the  morning,  to  go  to  breakfast,  to  go  to  school,  to  play,  or 
to  sleep,  he  should  be  "  ready, "  and  that,  being  ready,  he 
should  act  promptly.     "  Now  is  the  accepted  time." 

Central  Thought.— "To  everything  there  is  a  season."  Be 
ready  and  act  promptly. 

Text.— "Be  ye  therefore  ready."     Luke  12:40. 

Picture.— "  Want  to  see  the  wheels  go  round."     Goodman 

Song.— "The  Clock  Points  the  Hour." 

LESSON   OUTLINE 

I.  Point  of  Contact :     Clock  or  watch  before  the  class. 

II.  Use  of  the  clock  :  Tells  us  that  to  everything  there  is  a  season; 
"  now"  is  the  time. 

III.  Song :     "  The  Clock  Points  the  Hour." 

THE  LESSON 

Point  of  Contact. — Can  you  tell  me  what  this  is  for"/ 
(Hold  up  a  watch,  or  point  to  a  clock.) 


EEADY 


STORY 

Just   as  the  raindrops  had  to  tell   the  violet  and  snowdrop 
when  it  was  time  to  get  up,^  so  the  clock  has  to  tell  you  and 

me   when    it  is    time 
to  do  things. 

Every  little  while 
the  clock  says 
"  Now,"  and  it  ex- 
pects to  hear  us  an- 
swer "  Ready." 

The  first  thing  in 
the  morning,  when 
you  have  just  opened 
your  eyes,  did  you 
ever  hear  the  clock 
calling  "Now?"  I 
have  heard  it  say  it 
seven  times  over  — 
"  Now,  now,  now, 
now,  now,  now, 
now ! " 

Now  what?  Now 
it  is  time  to  get  up! 
It  was  hard  to  say 
"  ready,"  but  the  clock 
would  not  wait,  and 
I  had  to  get  up  or 
be  late. 

Do  the  clocks  at 
your  house  call  "now," 
you    answer  ?      They 


"Be  ye  therefore  ready" 

Luke  12  ; 


and  then 
go    right 


stop    ticking, 
along?     Then 


and   wait     till 


your    clocks    are    like    mine.      Some 


1.    Review  the  last  Sunday's  lesson  briefly. 


READY  69 

mornings  when  the  long  hand  points  here  (point  to  nine)  the 
clock  calls  "now,"  and  then  it  is  time  for  kindergarten,  or 
school.^  At  dinner  time  it  calls  "now";  at  supper  time  and  at 
bed  time  —  sometimes  when  we  would  rather  not  hear  it. 

The  clock  and  I  have  a  secret.  We  know  just  how  many 
of  the  boys  and  girls  answer  "  ready "  when  the  long  hand  is 
here  (point  to  the  Sunday  School  hour)  ,2  and  it  calls  "  now 
it  is  time  for  Sunday  School."  We  know  just  how  many 
answered  "ready"  today. 

The  clock  will  call  next  Sunday,  too.  It  will  call  "  now," 
and  every  girl  and  boy  who  is  here  can  answer  "  ready !  "^ 

The  clock  called  you  this  morning,  and  it  called  again 
when  it  was  time  for  Sunday  School.  Every  little  while  it 
calls  "  now,"  and  it  expects  us  to  answer  the  very  minute  it 
speaks,  by  doing  whatever  it  asks.  Let  us  play  it  is  morn- 
ng,  and  the  clock  is  calling.  All  close  the  eyes,  and  when  I 
say  "  now,"  open  them  that  very  minute. 

Shall  we  try  it  again  ?  This  time  open  your  eyes  and 
stand,  for  if  we  are  "ready"  in  the  morning  we  have  to  wake 
up,  and  then  get  up. 

Now  we  are  going  to  play  it  is  bed  time.  While  I  say 
"  now "  you  may  tell  me  how  many  are  "  ready "  by  sitting 
down  and  closing  the  eyes.^ 

Shall  I  fix  the  clock  to  point  to  the  Sunday  School  hour  ? 
Now  "the  clock  points  the  hour,"  and  those  who  are  "ready" 
"come  at  its  call."     Those  who  are  "ready"  may  stand. 

Shall  we  say  these  words  : 

"  The  clock  points  the  hour 
And  we  come  at  its  call." 


1.  The  teacher  should  be  guided  in  the  use  of  the  clock  by  the  age  of  her  pupils,  and  whether 
or  not  they  can  tell  the  time. 

2.  The  blackboard  can  be  used. 

3.  Next   Sunday  the  school  will   be   opened   by  the   roll  call,  to  which   every  child   present  can 
answer  "  ready." 

4.  The  teacher  should  lead  in  the  drill,  unless  she  has  helpers.    The  exercise  can   be  enlarged 
upon,  other  movements  being  introduced,  if  the  children  enjoy  it. 


70  READY 

Perhaps  the  piano  will  say  them  after  us.     (Let  the  pianist 
play  it.) 

"  A  welcome,  a  welcome,  a  welcome  to  all ! 
The  clock  points  the  hour,  and  we  come  at  its  call." 
Sing  while  standing.^ 


1.    The  teacher  can  use  a  part  of,  or  all  of,  the  song.    For  the  last  two  lines  the  following 
can  be  substituted : 

"  We  welcome  you  all  with  the  best  of  good  cheer. 
Our  hearts  are  so  happy,  because  we  are  here." 


(5oo^  riDorninOt  H)ear  Cbilbrcn* 


Adapted. 


^ 


z=ti 


Good     morn  -  ing,     dear       cbil  -  dren,    good      mor  -    ning      to 


=t 


all  ! 


t ^ 

The       clock    points   the        hour,     and       we        come      at 


-fi- 


its 


caU; 


f) 

^ 

^ 

^ 

N 

^ 

^ 

^^ — \ 

— i^ — 

— ^ — 

— 1 — 

—J 

-^ — 

N— 

h— 

1 — 

1 

fe^— jH 

—i 

S| 

— i^ 

— * — 
— ( — 

— 1 

1 

— m — 

M 

— 0 — 

H 

i — 

W — i— ^ 

^—wl — 

— ^ 

— 0 — 

— S 1 

m 


We're       hap  -  py 
-0- 


in        work     and      we're      hap  -    py 

^     ^ 


-V- 


play. 


i 


J=* 


m 


Then    hur 


rah! 


then  hur 


rah ! 


for 


each 


hap 


py 


day. 

— •— 


i 


'y  '^         V         'J 

Used  by  arrangement  witli  Oliver  Ditson  Company,  owners  of  the  copyright. 

(71) 


72  READY 


LESSON    III 

flDiriam  anb  fiDosee 

The  story  is  of  a  child  who  was  in  the  right  place  at  the 
right  time. 

Central  Thought.— Ready  at  the  right  moment. 

Text.—  "And  his  sister  stood  afar  off,  to  wit  what  would  be 
done  to  him."     Exodus  2  :  4. 

Picture.— Miriam.     Hensel. 

LESSOI^  OUTLINE 

I.  Point  of  Contact :     Roll  call  and  story. 

II.  Miriam  and  her  mother. 

III.  Miriam  ready  at  the  right  moment. 

IV.  The  result. 

THE  LESSON' 

Point  of  Contact.^ — Shall  I  tell  you  the  story  of  a  little 
girl  who  was  "ready"  one  morning  when  something  wonderful 
happened  ? 

STOBT 

It  was  very  early  in  the  morning,  but  Miriam  —  that  was 
her  name  —  had  been  up  ever  since  it  began  to  grow  light. 
She  had  been  up,  and  busy  helping  her  mother.  Now,  though 
it  was  yet  early,  and  only  a  few  people  were  out,  she  was 
down  by  the  river,  watching  something  that  lay  hidden  among 
the  tall  weeds  close  to  the  water's  edge.  It  was  a  basket 
like  a  cradle,  and  in  the  cradle  was  the  girl's  baby  brother. 

1.    Roll  call,  to  which  the  children  answer  "  Ready." 


READY 


73 


What  was  a  baby 

boy  doing  tliere  ? 
His  mother  had  put 
him  there,  and  Mi- 
riam, his  sister,  had 
helped  her. 

The  King  of  that 
far-away  land  where 
they  lived  was  a  most 
cruel  man,  who  had 
said  every  boy  baby 
should  die.  When 
that  baby  brother 
came  Miriam  and  her 
mother  told  no  one 
about  it,  but  kept  it 
a  secret,  lest  the  King 
should  find  out. 

How  Miriam  loved 
that  brother !  He 
was  very  beautiful,^ 
and  as  she  and  her 
mother  looked  at  him 
they  wondered  how 
they  could  keep  the 
secret  much  longer. 
What  should  they  do  ? 

The  mother  knew 
how  to  make  a  cradle  by  weaving  leaves  and  strong  stems 
together,  something  as  baskets  are  made.  She  said:  "I  will 
make  a  cradle  and  cover  it  outside  and  in,  so  there  will  not 
be  a  crack.     It   shall  have  a  cover  and  a  soft  lining.     When 


BrW>  A  ,^ .'^iji^BBj^KmijB^^^Bu^Bn 

M'^ 

mi 

Hensel 

"And  his  sister  stood  afar  off,  to  wit  what  would 

be  done  to  him  " 

Exodus  2  :  4 


1.   See  Old  Testament  Characters  by  Geikie,  page  87. 


74  READY 

it  is  done,  early  some  morning  I  will  take  it  down  to  the 
river,  and  lay  the  child  in  it.  Then  I  will  leave  the  cradle 
among  the  tall  weeds  that  grow  in  the  water,  close  to  the  bank. 
If  any  one  should  find  it  they  would  love  that  beautiful  boy. 
I  cannot  keep  him  at  home.  I  will  ask  the  Heavenly  Father 
to  care  for  him  there." 

So  she  made  the  cradle,  and  she  and  Miriam  took  it  down 
to  the  river.  There,  in  the  early  morning,  they  laid  the  baby 
among  the  tall  weeds   that  grew  in  the  water. 

The  mother  went  home  alone;  but  Miriam  said:  "I  will 
stay  here;  I  will  watch  and  see  if  anything  happens."  So  she 
"stood  afar  off,"  and  watched.  As  she  watched  she  saw  a 
band  of  women  coming  down  toward  the  stream.  She  looked 
again.  It  was  the  Princess,  the  King's  daughter,  with  her 
maids,  coming  down  to  bathe  in  the  river.  Miriam  stood  very 
still,  and  watched  every  move.  Would  they  see  it,  and  what 
would  they  do  ? 

She  saw  them  go  close  to  the  river ;  she  could  hear  them 
talking  together.  Yes,  the  Princess  had  seen  it,  and  her  maid 
was  bringing  it  to  her.  Now  the  cover  was  off,  and  the  baby 
was  crying.  The  Princess  had  taken  him  in  her  arms;  but 
she  did  not  seem  to  know  what  to  do  next,  Miriam  thought, 
"She  will  not  dare  take  him  home  because  of  the  King." 
Coming  from  her  hiding  place,  Miriam  went  down  to  the  river, 
and  spoke  with  the  Princess,  saying,  "Shall  I  bring  you  a 
nurse  for  the  child?" 

She  had  come  just  in  time.  "Yes,  bring  me  a  nurse,"  said 
the  Princess. 

The  nurse  Miriam  brought  was  the  baby's  own  mother, 
who  took  the  child  home  to  keep  him  until  it  was  safe  for 
the  Princess  to  take  him  to  live  in  the  palace.^ 


1.    The  picture  today   shows   the  baby  iu    the    cradle.      The    real    cradle  was    probably  larger, 
and  made  with   a  cover. 


READY  75 


LESSON   IV 

ITbe  (S^oo^  Samaritan 

The  story,  "  Miriam  and  Moses,"  gives  an  example  of  a 
child  who  was  ready  to  help  in  the  home -life.  Here  we  have 
a  story  of  one  who  was  ready  to  help  an  unfortunate  man, 
whom  he  found  by  the  roadside.  "  Be  ready  to  every  good 
work. " 

Central  Thought. —  Be  ready  at  all  times,  wherever  you  are, 
to  stop  and  help  one  in  need. 

Text.— "And  he  set  him  on  his  own  beast,  and  brought  him  to 
an  inn."     Luke  10:34. 

Picture.  — The  Good  Samaritan.     Rembrandt. 

LESSON^   OUTLINE 

I.  Point  of  Contact :     Jourueys. 

II.  An  unfortunate  man,  who  went  on  a  journey,  fell  among  thieves 
and  was  left  by  the  roadside. 

III.  The  two  men  who  "  passed  by  on  the  other  side."    Luke  lO:  3i,  32. 

IV.  The  Good  Samaritan  who  was  "  ready"  to  helo.     Luke  10:  30-37. 

THE   LESSON 

Point  of  Contact. — Have  you  ever  been  on  a  journey? 
How  did  you  go  ?     Was  the  I'oad  smooth  and  safe  f 

STORY 

Our  story  today  tells  of  someone  who  lived  in  a  country 
where  there  were  no  railroads.  The  people  traveled  on  mules 
or  camels. 

But  this   man  was  poor.     He  had  no  money  so  he  could 


76 


READY 


not  even  hire  a  camel.  He  had  to  walk.  The  road  over 
which  he  was  going  was  rough  and  dangerous,  for  it  was  a 
rocky  path  leading  down  the  steep  hills, ^  and  bands  of  robbers 

often  hid  in  the 
caves  near  which  it 
passed.  At  places 
there  were  long  lines 
of  high  rocks  on 
both  sides;  it  was 
a  lonely  way. 

Down  the  rough 
path  the  poor  man 
made  his  way  alone. 
As  he  was  walking 
slowly  along  the 
steep  road,  a  band 
of  robbers  came  out 
and  stopped  him. 
When  they  found  he 
had  no  money  they 
took  his  clothing 
from  him,  beat  him, 
and  left  him  by  the 
roadside   to  die. 

There  he  lay 
with  no  friend  to 
help  him.  He  had  not  been  there  long  when  another  traveler 
happened  that  way.  He  was  hurrying  on  to  the  city,  but  he 
saw  the  wounded  man  lying  there  on  the  rocks. 

The  sick  man  had  heard  his  steps  coming  nearer  and 
nearer,  and  then  he  heard  them  going  away  farther  and  farther, 
till  at  last  he  could  not  hear  them  at  all.  The  traveler,  when 
he  saw  the  poor  man,  had  crossed  over  on  the  other  side,  and 


Rembrandt 


"  And  he  set  him  on  his  own  beast,  and 
brought  him  to  an  inn." 

Luke  10:  34 


1.    Use  the  blackboard. 


READY  77 

gone  on.  "  I  haven't  time, "  he  said,  "  and  no  one  will  know 
I  have  left  him. " 

Then  came  another  man  down  the  same  road.  He  stopped 
and  looked  at  the  wounded  traveler,  and  then  he,  too,  crossed 
over  and  went  on  to  the  city. 

At  last  there  came  down  the  rocky  path  a  man  who  was 
called  a  Samaritan.  No  one  knew  what  a  good  man  he  was. 
The  lone  traveler  lying  there  had  grown  so  weak  he  now 
thought,  "  I  must  die  here  alone." 

But  when  the  Samaritan  saw  him  he  stopped  his  beast, 
got  off,  went  to  the  wounded  traveler  and  knelt  down  beside 
him.  He  bound  up  his  wounds,  and  then  gently  lifted  him 
onto  his  beast,  while  he  walked  beside  him  down  the  steep, 
rough  road.  He  took  the  injured  man  to  a  house  where  he 
could  be  cared  for,  and  stayed  there  with  him  all  night. 
The  next  morning  before  he  left  he  paid  the  keeper  of  the 
houfee  to  take  good  care  of  the  man,  saying  he  would  stop 
there  when  he  came  that  way  again. 

Three  travelers  :  two  crossed  over  on  the  other  side,  and 
hurried  on  to  the  city.  But  the  third— what  did  he  do  ?  (Let 
the   children  tell.) 


78  EEADY 


LESSON  V 

Zbc  iTooIteb  IDirgtns 

Truth  is  often  brought  home  by  the  way  of  contrast.  The 
lesson  shows  "The  Foolish  Virgins"  (in  contrast  with  Miriam 
and  the  Good  Samaritan) ,  and  what  came  of  their  not  being 
ready. 

Central  Thought.— Be  ready. 

Text.— "And  they  that  were  ready  went  in  with  him  to  the 
marriage  :    and  the  door  was  shut."     Matthew  25  :  10. 

Picture. —  "  The  Foolish  Virgins."     Bida. 

LESSON^  OUTLINE 

I.  Point  of  Contact :     Party  or  wedding. 

II.  An  oriental  wedding. 

III.  The  ten  virgins — "And  five  of  them  were  wise,  and  five  were 

foolish."      Matthew  25:  2. 

IV.  The  coming  of  the  Bridegroom. 

V.  The  wise  virgins — "And  they  that  were  ready  went  in  with 
him  to  the  marriage."     Matthew  25:  lo. 

VI.  The  Foolish  Virgins  :    "  And  the  door  was  shut."    Matthew  25:  lo. 

THE  LESSON 

Point  of  Contact. — Have  you  [ever  been  to  a  party?  And 
did  they  have  a  supper  or  feast  ? 

STORY 

Late  one  night  the  people  in  a  certain  town  were  wakened 
by  the  sound  of  voices  and  music.      Down  the  street  came  a 


READY 


79 


to 

her 


gay  company,  some  playing  fifes,  others  with  drums.  They 
were  on  the  way  to  a  party — a  wedding  party.  All  carried 
torch- lights,  and  some  of  the  women  were  singing. 

The  bride  was 
there  in  her  Ion 
veil,  and  with 
several  women.  There 
were  musicians,  who 
danced  and  sang 
while  they  played, 
and  there  was  a 
crowd  of  townspeople 
carrying  torches. 

The  people  rose 
from  their  beds,  and 
went  forth  to  see  the 
gay  procession  as  it 
made  its  way  down 
the  street. 

Who  was  that  lead- 
ing the  way?  The 
bridegroom  —  and  he 
seemed  to  be  looking 
for  some  one. 

He  was  looking 
for  the  young  women 
who,  dressed  in  gay 
robes  and  carrying 
bright  lights,  were  to 
come    out     to     meet 


"  And  they  that  were  ready  went  in  with  him  to  the 
marriage :   and  the  door  was  shut " 

Matthew  25  :  10 


the  wedding  party  and  lead  them  all  to  the  feast. 

Where  were  they  ?     They  were  coming,  but  there  were  only 
a  few  —  where  were  the  rest  ? 


80 


READY 


Long  hours  those  young  women  had  waited  to  hear  the 
music  that  would  tell  them  the  procession  was  coming. 

Some,  while  they  waited,  had  grown  weary  and  slept. 

Some  had  listened  and  watched,  while  they  kept  their 
lamps  filled  with  oil,  saying:  "They  will  come  quickly,  and 
there  will  not  be  a  minute  to  spare." 

When  one  called,  "They  are  coming,"  those  who  had  slept 
awoke  to  find  their  lamps  empty,  and  there  was  no  time  to 
buy  oil. 

"But  those  who  were  ready  went  forth,  their  lamps  burning 
brightly,  and  led  the  way  to  the  feast.  The  others  saw  them 
go  in,  "And  the  door  was  shut."^ 


1.   The  story  pictures  the  procession   of  an  Oriental  wedding.      See  Bible  Dictionary. 


READY  81 


LESSON  VI 

(5i^con'0  Uvm^ 

The  true  soldier  is  a  perfect  type  of  readiness. 

Central  Thought.—  Ready  to  obey.^ 

Text.—  "  Be  ye  therefore  ready."     Luke  12  :  40. 

Picture.  — War  Scene.     Cheea. 

LESSON   OUTLINE 

I.  Point  of  Contact :     Soldiers. 

II.  Gideon's  army  of  soldiers  —  how  chosen?     Judges  7:  7. 

III.  The  Enemy.      Judges  7  :  12. 

IV.  Gideon's  Army  "ready." 

V.  The  word  of  command — the  army's  immediate  obedience. 

VI.  The  result. 

THE  LESSON 

Point  of  Contact. — Let  us  play  we  are  soldiers.  Every 
soldier  in  this  army  must  keep  his  eye  on  the  Captain,  must 
listen  for  orders ^ — Soldiers  stand!  Hands  at  sides!  Hands 
on  shoulders  !  Arms  folded  !  Hands  at  sides  !  Soldiers  seated  ! 
(Other  orders  may  be  given.) 

STORY^ 

A  great  general  was  getting  ready  for  war.  He  said : 
"V^ith  the   right  kind  of    soldiers   I   can  win  the  battle,   and 

1.  The  Obedience  Stories,  under  Topic  II,  can  be  referred  to  at  this  point  if  the  teacher 
chooses. 

2.  The  following  drill  should  be  accompanied  by  good  music. 

3.  This  story  can  be  made  use  of  in  connection  with  Memorial  Day. 

P 


82 


READY 


drive  the  enemy  out  of  the  land."  Up  and  down  the  land  the 
war  trumpet  was  sounded,  and  men  came  from  far  and  near 
to  join  the  army  of  the  great  warrior,  Gideon.  More  came 
than  Gideon  needed.  He  wanted  only  a  few  ;  but  those  few 
must  be  of  the  right  kind. 

Every  man  in  Gideon's   army  must  have   sharp   eyes    and 


"  Be  ye   therefore  ready " 


Luke  12  ;  40 


ears,  must  be  in  his  place  on  time,  must  be  "  ready"  the  minute 
Gideon  speaks. 

Of  all  the  men  who  came,  Gideon  picked  out  a  few  that  he 
felt  sure  would  be  ready.  With  these  few  Gideon  marched 
away  —  they  were  going  to  war. 

After  a  long  march  they  climbed  the  steep  hills  and  looked 
down  upon  the  tents  of  the  enemy.  There  were  more  than 
they  could  count.  Looking  down  into  the  valley  there  were 
tents,  horses,  camels,  and  soldiers,  a  whole  host,  and  all 
armed  for  war. 

But  Gideon  said,  "My  soldiers  are  true,  and  the  Father 
will  help  us." 


READY  83 

Then  he  called  his  soldiers  to  him.  To  every  man  he  gave 
a  horn,  an  empty  pitcher,  and  a  lamp.  "  To-night,"  he  said, 
''  if  my  soldiers  are  ready,  we  can  drive  that  whole  host  out 
of  the  land." 

When  every  man  had  his  horn,  pitcher,  and  lamp,  Gideon 
told  them  that  when  night  came,  when  it  was  dark  and  the 
enemy  were  asleep  in  their  tents,  he  wanted  every  soldier  of 
his  to  be  awake,  to  have  his  lamp  lighted  and  set  inside  his 
pitcher,  and  to  be  listening,  for  "  I  will  call  you,"  he  said. 
"  When  I  call,  every  soldier  on  these  hills  is  to  give  a  wild 
blast  with  his  horn,  break  his  pitcher  so  the  light  will  shine 
out,  and  rush  with  me  down  into  the  camp  of  the  enemy." 

Evening  came,  and  then  night.  "And  they  stood  every 
man  in  his  place  round  about  the  camp." 

Down  in  the  tents  all  was  still.  Up  on  the  hills  the 
soldiers  were  lighting  their  lamps. 

Down  in  the  tents  all  were  sleeping.  Up  on  the  hills  every 
soldier,  with  his  pitcher  in  one  hand,  his  horn  in  the  other, 
was  listening  for  Gideon's  call. 

It  came.  They  heard  his  trumpet  blast  clear  and  strong. 
Every  horn  answered.  Pitchers  cracked,  lights  appeared  on 
the  hills,  and  soldiers  rushed  down  the  hillside. 

The  army  down  in  the  camp  heard  the  war  horns,  saw 
the  lights,  and  then  tried  to  flee. 

Some  fell,  some  fled  to  the  river,  a  few  got  across  ; 
but  Gideon  followed  until  that  whole  host  was  driven  out  of 
the  land.^ 


1.   More  details  can  be  added,  and  the  Bible  language  used,  if  the  teacher  chooses. 


84  READY 

LESSON    VII 

Christ,  the  type  of  perfect  readiness.  Never  a  man  so 
busy,  and  never  one  so  ready  to  help  as  the  Christ. 

Central  Thought.  — Christ,  ever  ready  to  help. 

Text,—  "  He  came  down  to  show  all  people 

How  to  help  and  how  to  love. "       Song. 

Picture.  —  Christ  Blessing  the  Children.     Plockhorst. 

LESSON    OUTLINE 

I.  Point  of  Contact :  Have  you  seen  any  one  this  week  who  was 
ready  to  help  ? 

II.  I  know  of  One,  Who  was  always  ready  —  the  Christ. 

III.  The  Christ.  The  story  tells  of  His  readiness  to  help  all,  poor 
and  rich,  young  and  old,  parents  and  children.  "  Blind  Bartimaeus," 
and  "Blessing  Little  Children"  appear  in  this  story. 

IV.  "  He  came  down  to  show  all  people 

How  to  help  and  how  to  love."^ 

THE  LESSON 

Point  of  Contact. — Have  you  seen  anyone  this  week  who 
was  ready  for  school,  ready  for  bed,  or  ready  to  help  I 

8  TOBY 

Two  beggars  sat  by  the  roadside  one  day.  Their  clothes 
were  ragged,  and  both  of  them  were  blind.  They  could  not 
see,  but  they  could  hear  the  people  as  they  passed. 

1.    From  Song,  "Christmas  Night." 


READY 


85 


From  the  noise  they  knew  a  crowd  was  coming,  and  they 
listened.  Some  one  who  brushed  past  them  said :  "It  is 
Jesus!"  The  beggars  listened  again.  The  crowd  was  coming 
nearer  and  nearer. 
They  knew  of  Jesus; 
Ho  had  touched  the 
eyes  of  the  blind,  and 
made  them  to  see. 

They  would  call  to 
Him,  but  in  all  that 
crowd  would  He  hear  ? 
They  called.  The 
crowd  pushed  them 
back,  and  bade  them 
be  quiet.  Still  they 
called. 

Jesus  stopped. 
Now  men  crowded 
around  the  two  beg- 
gars, saying  :  "  He  call- 

eth    thee."      (Mark  lO:  49.) 

The  beggars  flung 
aside  their  ragged 
cloaks,  and  were  led 
to  the  Christ. 

He  was  standing 
still,  waiting  for  them. 
There,  by  the  road- 
side, He  touched  their  blind  eyes,  and  they  saw. 

In  the  rush  and  the  noise  of  the  crowd,  Jesus  had  heard 
the  two  beggars,  had  stopped,  bade  the  crowd  stand  aside,  and 
said:   "Bring  the  blind  men  to  me." 

In  just  the   same  way,  while   at  meat  one  day,  Jesus   had 


Plockhorst 

"  He   came   down   to   show   all   people 
How  to   help    and    how  to    love  " 

Song 


86  KEADY 

gotten  up  from  the  table,  and  left  His  friends  to  go  with  a 
man  whose  little  daughter  had  died.  The  father  came  run- 
ning to  Jesus,  knelt  at  His  feet,  and  begged  him  to  come, 
saying:  "My  little  daughter  has  died."  Jesus  left  all,  went, 
laid  His  hand  on  the  child,  and  she  lived. 

At  another  time,  when  Jesus  saw  women  bringing  to  Him 
their  children  and  the  men  pushing  them  back,  Jesus  said: 
"Make  room,  let  them  come;   let  the  children  come  unto  me." 

While  the  men  stood  aside  and  waited,  He  took  the  chil- 
dren in  His  arms,  laid  His  hands  on  them,  and  blessed  them. 


READY  87 


LESSON   VIII 

at  tbe  Xa0t  Supper 

No  task  was  too  humble  for  the  Christ.  He  was  ready  for 
any  work  that  was  helpful. 

Central  Thought.  — The  Christ  was  ready  to  do  the  hard 
things. 

Text.— "He  came  down  to  show  all  people 

How  to  help  and  how  to  love. "     Song. 

Picture.— Jesus  Washes  the  Feet  of  His  Disciples.     Bida. 

LESSON  OUTLINE 

I.  Point  of  Contact :     Review  of  Ready  Lessons  with  the  cards. 

II.  The  Christ  at  the  Last  Supper. 

III.  Disciples,  weary  and  foot -sore, —  oriental  customs. 

IV.  Christ  washes  the  Disciples'  feet.  "For  I  have  given  you  an 
example,  that  ye  should  do  as  I  have  done  to  you."     John  13  :  15. 

V.  Prayer — "Help  us  to  do  the  things  we  should." 

See  Lesson  III,  Topic  I. 

THE  LESSON 

Point  of  Contact. — Hold  up,  one  by  one,  the  cards  that  have 
been  given  out  under  the  "Ready"  topic,  and  review  briefly  the 
stories.  For  example  (Picture  No.  1),  what  did  this  tell  us? 
How  the  raindrops  called  the  seeds,  and  found  them  ready  for 
spring.  (Picture  No.  2.)  What  does  the  clock  say?  and 
so  on. 


88 


EEADY 

STORY 


It  was  only  a  little  while  before  Jesus  was  going  away.  He 
and  His  friends  had  been  walking  along  the  dusty  road  to- 
gether, and  He  had  been  telling  them  that  He  was  going  to 
leave  them;  that  He  was  going  to  live  with  the  Father. 


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"  He  came   down    to    show  all   people 

How   to  help   and   how  to    love " 

Song 

That  very  evening  they  were  to  eat  their  last  supper  to- 
gether. They  had  been  talking  about  it,  and  some  of  His 
friends  had  gone  on  before  them  to  find  a  room  where  they 
could  all  be  together. 

As  Jesus  and  His  friends  came  near  the  city  they  knew  He 
was  weary,  for  they  had  had  a  long  journey  together.  When 
they  entered  the  house  where  they  were  to  eat  the  Last  Supper, 


READY  89 

they  knew  by  the  light  in  His  eyes  that  even  though  He  was 
tired,  He  was  going  to  talk  with  them  more  about  Himself 
and  the  Father,  for  there  were  many  things  He  wanted  to  tell 
them  before  He  should  leave  them. 

"Weary  and  footsore,  Jesus  came  in  and  sat  down  at  the 
table.  In  that  country  they  did  not  wear  shoes  as  we  do,  and 
so  the  feet  were  often  dusty  and  sore.  Jesus  had  looked 
when  He  came  in  to  see  if  there  was  a  servant  at  the  door,  as 
there  was  in  some  of  the  homes,  to  wash  the  tired  feet.^ 

But  there  was  none,  and  so  He  sat  down  at  the  table.  He 
looked  into  the  faces  of  the  friends  around  the  table.  They 
knew  He  was  tired,  and  that  He  had  many  things  to  say  to 
them  yet  before  He  could  rest.  They  knew,  too,  that  He  was 
going  to  leave  them.  Yet  not  one  of  them  offered  to  take 
the  pitcher  of  cool  water,  that  stood  by  the  door,  and  bathe 
the  feet  of  the  Master  —  not  one. 

Jesus  rose  from  the  table,  took  a  towel  and  a  basin  of 
water  and,  kneeling  down,  washed  the  feet  of  the  one  who  sat 
next  him. 

They  watched  him.  Tliey  had  not  wanted  to  do  it,  for 
only  servants  did  that.  They  saw  Him  go  to  the  next,  and 
the  next,  until  he  had  been  all  the  way  around  the  table. 
And  they  were  ashamed. 

It  was  a  hard  thing  to  do,  and  that  was  why  they  had  not 
offered  to  do  it.  Only  one  of  all  who  sat  at  the  table  was 
"Ready,"  and  that  was  the  Christ. 

Shall  we  ask  our  Heavenly  Father — 

"To  help  us  to  do  the  things  we  should  (to  be  ready), 
To  be  to  others  kind  and  good  ? "  ^ 


1.  The  Teacher  can  refer  to  the  sandals,  and   explain   the    oriental   customs    if    she  chooses. 
Here  they  have  only  been  touched  upon,  lest  the  point  of  the  story  be  enveloped  in  details. 

2.  See  prayer  with  Lesson  III  of  Topic  I. 


Service 

SPRING  SEASON 

"By  love  serve  one  another." — Galatians  5:13. 

"Inasmuch  as  ye   have  done   it  unto  one  of  the  least  of  these  my 
brethren,  ye  have  done  it  unto  me. — Matthew  25:40. 

HIS    topic   will    be    presented    in    a    series    of    six 
lessons  : 

Lesson  I.  Service  as  seen  in  Nature :  rain- 
drops, brooks,  sunshine,  birds,  bees,  flowers, 
and    their   service   to   each   other. 

Dimly  at  first,  but  clearly  by  and  by. 

He'll    (the    child)    see   how    everything,— earth,   air, 

and  sky. 
Plants,  beasts  and  men  are  knit  in  one  great  whole, 
Interdependent  while  the  ages  roll. 
This  lesson,  which  the  world  spells  out  so  slow, 
The  child  may  come  insensibly  to  know." 

— From  Mottoes  and  Commentaries  of  FroheVs  Mother  Plaij^ 
Translated  by  Susan  Blow,  page  119. 

Lesson  II.  Service  (kindness)  to  every  living  creature : 
"Rebekah  at  the  well," — her  service  to  Abraham's  servant  and 
to  the  camels. 

Lesson  III.  The  dignity  of  labor,  as  seen  in  the  every- 
day work,  whatever  that  work  may  be :  "  Christ  the  Car- 
penter." 

"  Labor,  all  labor  is  noble." — Mrs.  Osgood. 

(90) 


SERVICE 


91 


Lesson  IV.  Service  (kindness)  to  those  in  need  of  help 
and^  sympathy  :   "  Clirist  and  His  Friends"  (Mary  and  Martha). 

Lesson  V.  Service  (loving  helpfulness)  to  those  in  need 
of  love  and  sympathy;  the  service  of  self-sacrifice:  "Mary's 
loving   service."     The  Alabaster  Box. 

Lesson  VI.  Our  service  to  the  Christ :  "  Inasmuch  as  ye 
have  done  it  unto  one  of  these  my  brethren,  ye  have  done  it 
unto  me."  Review  of  Topics.  The  child's  service  in  being  of 
Good  Cheer,  Obedient,  Ready,  and  Helpful  wherever,  however, 
and  as  often  as,  he  can. 


92  SERVICE 


LESSON    I 

IRainbrope  anb  flowers 

Today  we  have  a  Nature -development  lesson.  It  tells  of 
raindrops,  brooks,  bees,  and  flowers ;  and  their  service  to 
one  another  and  the  world. 

Central  Thought.—"  God  has  work  for  all,"  and  the  service 
of  a  "  Little  act  of  kindness." 

"  The  daisy,  by  the  shadow  that  it  casts. 
Protects  the  lingering  dew^-drop  from  the  sun." 

—  Wordsivorth. 
Text.—         "I'll  hie  me  down  to  yonder  bank," 
A  little  raindrop  said, 
".And  try  to  cheer  that  lovely  flower. 
And  cool  its  mossy  bed."  Song. 

Picture,  — Rose  among  the  Heather.     Schwenzen. 

Song.— "What  the  Little  Things  Said." 

LESSOX  OUTLINE 

I.    Point  of  Contact :     A  flower  brought  into  class. 

"Flower  in  the  crannied  wall, 
I  pluck  you  out  of  3- our  crannies, 
Hold  you  here,  root  and  all,  in  my  hand. 
Little  flower, — but  if  I  could  understand 
What  you  are,  root  and  all,  and  all  in  all, 

I  should  know  what  God  and  man  is." 

— Tennyson. 

"To  me  the  meanest  flower  that  blows  can  give  thoughts  that  do 
often  lie  too  deep  for  iea,v&J^— Wordsworth. 


SERVICE  93 

II.  How  did  this  flower  come  to  be  growing,  to  be  blossoming,  in 
the  garden  where  I  found  it  ? 

Service  of  the  raindrops,  sunshine,  and  bee  to  the  flower. 

III.  Service  of  raindrops  to  the  brooks,  and  of  the  gardener  to 
the  brook  and  flowers.     "God  has  work  for  all."^ 

IV.  Development  of  Stanza  I  of  song,  "What  the  Little  Things 
Said.  " 

Note. — The  story  is  purposely  short.  The  Central  Thought  should  be  "devel- 
oped" through  questions.  Give  the  children  an  opportunity  to  tell  what  they  have 
seen  in  Nature,  and  lead  them  to  the  thought  of  the  interdependence  of  Nature 
upon  Nature.  Seeds,  leaves,  stems,  and  flowers  should  be  brought  into  class.  If 
the  day  brings  rain  or  sunshine,   refer  to  its  service  to  the  flower. 


THE  LESSON 

Point  of  Contact. — How  did  this  flower  come  to  be  blossom- 
ing in  the  garden  where  I  found  it?  (Take  time  for  the 
answers,  and  lead  the  questions  that  follow  toward  the  Central 
Thought.) 

STORY 

Long  weeks  ago  a  gardener  dropped  a  seed  like  this 
(show  seed,  and  let  the  children  take  it  if  they  care  to),  and 
covered  it  with  earth.  Then  something  fell  upon  the  earth. 
It  went  down,  down,  until  it  found  the  seed,  and  gave  it  drink. 
Can  you  tell  me  what  it  was? 

There  were  many  showers,  and  when  a  green  stem  pushed 
its  head  up  to  the  light  it  found  a  sunbeam  that  had  come  all 
the  way  from  the  great  round  sun  to  help  that  tiny  stem.  For 
many  days  the  sunbeam  played  around  it,  and  often  rain- 
drops fell,  and  went  into  the  ground  as  if   to  find  its  spread- 


1.    With  this  lesson,  if  the   teacher  chooses,  she  can  make  use  of   the  old  songs:    "Work,  for 
the  Night  is  Coming,"  and  "There's   a  Work  for  Me   and   a  Work   for  You." 
See  Songs  pages  16  and   17,  in  Song  Stories  for  the  Sunday  School. 


94 


SEKVICE 


"I'll  hie  me  down  to  yonder  bank," 

A  little  rain-drop  said, 
"And  try  to  cheer  that  lovely  flower. 

And  cool  its  mossy  bed."  Song 


ing  roots.  The  stem 
grew  tall  and  taller. 
It  put  out  leaves. 

One  day,  when  the 
gardener  came  that  way 
to  loosen  the  dirt  around 
its  stalk,  and  give  it 
one  more  drink — for  no 
showers  had  fallen  for 
several  days  —  he  saw  a 
bud  among  the  leaves. 

"  It  always  seems  to 
me,"  he  said, "  as  if  the 
plants  were  thanking 
me  when  buds  come  out 
like  this.  They  push 
them  up  where  I  can 
see  them,  as  if  they 
were  for  me  to  pick." 

The  bud  grew.  It 
swelled  and  swelled, 
and  then  it  burst,  and 
was   a  flower. 

The  gardener  picked 
it  and  handed  it  to  me. 
It  made  him  glad,  it  has 


made  me  so,  and  I  have  brought  it  here  to  you.^ 

Develop  verse  I  of  song,  "  What  the  Little  Things  Said." 


1.    The  picture  today  shows   a  child  who   has   been   gathering  flowers.     Perhaps  the  gardener 
gave  her  some,  as  he  gave  them  to  me. 


Mbat  tbe  Xlttlc  Chinos  Salt), 


Fanny  J.  Crosby 

1 

Harriet  P.  Sawybb. 

1           '              ' 

v^^-- 

1 — 1 — V~ 

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t> 

1.  "Ill     hie     me    clown  to 

2.  "I      may  not    lin  -  ger," 

3.  If      lit  -  tie  things  that 

you  -  der  bank, 
said  the  brook, ' 
God  has  made 

'A      lit  -  tie  rain-drop  said,     "And 
'  But  rip  -  pie  on    my      waj-.      And 
Are    use -fill    in    their    kind,     Oh, 

1                 I 

/^:a^— r^— 

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— \ — (2 — 

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m 


m 


'•-§^ 


a>- 


try     to     cheer  that    lone  -  ly  flower.  And  cool    its  mos  -  sy  bed ; 

help  the    rills   and     riv  -  ers     all     To  make  the  o  -    cean  spray." 

let     us    learn    a      sim  -  pie  truth,  And  bear    it  in      our  mind: 

-^-  _  I  I 


It 


=1: 


Per- 
"And 
That 


Ttt        1 

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L*!s^ 

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haps    the    breeze  may    chide 

me.    Be  -  cause  I 

am 

so 

small. 

But 

I        must   haste    to        la 

bor,"  Re  -  plied  the 

bus  - 

y 

bee. 

"The 

ev   -    erj'    child    can     praise 

Ilim,  How  -  ev  -    er 

.      1 

weak 

1 

or 

small ; 

Let 

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T 


sure  -  ly  I  may  do  my  best.  For  God  has  work  for  all " 
sum  -  mer  days  are  long  and  bright,  And  God  has  work  for  me." 
each  with   joy      re    -    mem  -  ber    this,     The    Lord  has    work    for      all. 


W=M; 


d: 


V- 


i 


From  "  Bright  Jewels."    Used  by  permission  ot  The  Biglow  and  Main  Company. 

(95) 


96  SEKVICE 


LESSON     II 

1Rebc??ab  at  tbc  Mell 

In  the  story  of  Eebekah  at  the  Well,  we  see  Rebekah's 
service  to  Abraham's  servant  and  to  the  camels,  and  we  learn 
that  "It  is  one  of  the  beautiful  compensations  of  life,  that  no 
man  can  sincerely  try  to  help  another  without  helping  him- 
self."— Shakespeare. 

Central  Thought.— Be  kind  to  every  living  thing. 

Text.— "And  she  said,  Drink,  my  Lord  ;  .  .  .  And  when  she 
had  done  giving  Him  drink,  she  said,  I  will  draw  water  for  Thy 
camels  also."     Genesis  24  :  18,  19. 

Picture.— Rebekah  at  the  Well.     Elmore. 

LESSON   OUTLINE 

I.  Point  of  Contact:^     Camels. 

II.  Oriental  methods  of  travel. 

III.  Abraham  and  Isaac. 

IV.  Abraham's  servant  and  the  journey  to  Canaan. 

V.  Rebekah  at  the  well ;  her  service  to  the  servant  and  the  camels. 
Genesis  24. 

VI.  Rebekah  becomes  Isaac's  wife. 

THE   LESSON 

Point  of  Contact.— Did  you  ever  see  a  camel?  (If  the 
children  have  not  seen  camels,  have  pictures  to  show  them.) 
Before  there  were  railroads,  before  there  were  carriages  even, 
people  traveled  on  camels. 

1.  Where  the  teacher  fimls  it  helpful  to  connect  the  topics,  she  can  show  how  Rebekah  was 
"ready"  to   help. 


SERVICE 


97 


kSTORY 

An  old  servant  once  took  ten  camels  and  started  for  a  far- 


going   to    find    some   one   to   help  his 


away  country.     He  was 
young  master.^ 

After  many  days, 
one  evening  he  drew 
the  camels  up  at  a  well 
of  water.  Around  the 
well  were  palm  trees, 
and  on  the  hills  abov(^ 
it,  green  pasture  lands. 
The  day  had  been  warm. 
Now  that  it  was  cooler, 
women  were  coming 
with  pitchers  to  draw 
water. 

After  their  journey 
the  servant  and  his 
camels  were  tired  and 
thirsty.  The  camels 
had  lain  down,  and  the 
servant  was  standing 
near  the  well,  leaning 
on  his  staff,  when  a 
woman  came  up  the  hill 
with  a  pitcher  on  her 
shoulder.  The  servant 
went  down  to  meet  her, 
and  spoke  with  her,  say- 
ing r^  "Let  me,  I  pray  thee,  drink  a  little  water  of  thy  pitcher. 
And   she    said.  Drink,  my   lord ;    and    she    hastened,  and    let 

1.  As  the   servant  had    two    masters,    Abraham    and   Isaac,   the    latter    is    here   referred   to  as 
the  young  master. 

2.  Read  the  following  from  the  Bible. 

G 


"  And  she  said,  Drink,  my  Lord ;  .  .  .  and  when 
she  had  done  giving  Him  drink,  she  said,  I 
will  draw  water  for  Thy  camels  also." 

Genesis  24  :  18,  19 


98  SERVICE 

down  her  pitcher  upon  her  hand  and  gave  him  drink.  And 
when  she  had  done  giving  him  drink,  she  said,  I  will  draw 
water  for  thy  camels  also,  until  they  have  done  drinking. 
And  she  hasted,  and  emptied  her  pitcher  into  the  trough,  and 
ran  again  unto  the  well  to  draw  water,  and  drew  for  all  his 
camels." 

A  camel  drinks  enough  water  to  last  many  days.  Ten 
camels  would  drink  a  great  deal.  Standing  there  by  the  well 
(let  us  make  a  well  with  our  hands) ,  the  servant  watched  that 
beautiful  woman.  He  saw  her  take  the  rope  and  let  down 
the  bucket  1  into  the  well.  He  saw  her  draw  it  up.  He 
watched  her  carry  the  pitcher  down  the  steps,  and  pour  the 
water  into  the  trough  before  the  kneeling  camels.  Again  and 
again  she  filled  her  pitcher  and  poured  the  water  into  the 
trough  for  those  tired,  thirsty  camels.  The  servant  thought, 
"  She  has  helped  me ;  I  was  tired  and  thirsty  and  she  gave  me 
water.  Now  she  is  giving  it  to  the  camels.  She  would  help 
Isaac,  I  know." 

When  the  camels  had  done  drinking  he  asked  the  woman 
if  there  was  room  in  her  father's  house  for  him  to  stay  that 
night.  What  did  she  say?  (Read  the  Bible.)  "There  is 
room  and  food  for  you,  and  straw  for  the  camels." 

Rebekah  (for  that  was  her  name)  ran  to  her  home  and 
told  her  people  what  had  happened.  Her  brother  went  up  to 
the  well.  Taking  the  old  servant  by  the  hand,  he  said:  "There 
is  room  for  you  and  the  camels."  Together  they  went  down 
the  hill,  leading  the  camels.  "And  theyungirded  the  camels, 
iand  gave  them  straw  and  provender." 

Then  Rebekah  and  her  mother  set  nleat  before  the  servant. 
When  they  were  seated  at  the  table,  before  they  had  begun 
to  eat,  the  servant  told  them  of  his  long  journey,  and  how  he 
had  come  to  find  some  one  to  help  his  young  master. 


1.    See  "Well"  in  Bible  Dictionary. 


SERVICE 


99 


"I  know  Rebekah  helps  you,"  he  said,  "for  she  has  helped 
me  and  the  camels.  But  if  you  thought  she  could  help  my 
master  even  more  than  she  helps  you  here  at  home,  would  you 
let  me  take  her  back  with  me  ?  " 

Rebekah's  people  said:   "She  may  go." 

The  next  morning  they  started. 

And  Rebekah  became  the  young  master's  wife. 


100  SERVICE 


LESSON   III 

Cbrtst  tbe  Carpenter 

This  story  has  been  chosen  to  show  the  dignity  (or  ser- 
vice) of  manual  labor,  the  service  of  the  laborer  to  his  fellow- 
men,  and  to  the  world. 

Thirty  years  the  Christ  was  a  laboring  man,  working  at 
the  carpenter's  humble  trade,  and  these  were  among  the 
happiest  years  of  his  life. 

Central  Thought.— Every-day  work  is  of  the  greatest  impor- 
tance with  the  Father,  the  truest  service  to  our  fellow-men. 

Text.— "  Is  not  this  the  carpenter,  the  son  of  Mary?" 

Picture.  —  Figure  of  Christ.     Hofmann.  ^  "*    ' 

LESSON   OUTLINE 

I.  Point  of  Contact :     Churches  and  houses,  and  who  builds  them  ? 

II.  The  carpenter  and  his  trade.     His  service  to  you  and  me,  and  to 

the  world. 

III.  "Christ,  the  Carpenter"— "Working  with  His  hands."  "Blessed 
are  the  horny  hands  of  toil." — Lotceil. 

The  Christ's  service  (in  His  carpenter  work)  to  the  people  of  His 
town,  to  His  family,  and  to  the  world. 

"  He  came  down  to  show  all  people 
How  to  help,  and  how  to  love." 

IV.  Carpentry  was  Christ's  every-day  work,— our  every-day  work 
—  school,  and  the  thoughtfulness  at  home. 

V.  Every-day  work  the  truest  service. 

VI.  "  Help  us  to  do  the  things  we  should." — Prayer. 


SEKVICE  101 

THE  LESSON 

Point  of  Contact. — Who  built  this  church,  made  the  floors, 
doors,  and  windows?  Who  built  your  home?  Who  builds 
the  barns  and  stores? 

Did  you  ever  think  how  many  things  the  carpenter  does 
for  us  all  ? 

STORY 

When  Jesus  was  here  in  the  world  the  children  in  the 
village  where  He  lived  often  saw  Him  going  home  in  the 
evening,  carrying  in  His  hand  the  carpenter's  tools. ^  He 
wore  the  workingman's  clothes.  As  He  walked  up  the  rough, 
stony  path,  after  a  day  of  hard  work,  they  knew  by  His  step 
that  He  was  weary. 

Jesus  was  a  carpenter.  In  the  home  where  He  lived  with 
His  mother  He  had  His  small  shop.  Here  the  farmer  stopped 
to  leave  a  yoke,  or  a  plough,  to  be  fixed.  Here  a  shepherd 
might  call  to  ask  "  the  carpenter "  to  come  up  to  the  fold  and 
build  a  new  gate,  or  make  the  door-  strong.  Here  the  towns- 
people came  when  a  roof  needed  mending  or  an  old  shelf  was 
broken,  when  a  new  chest  was  needed,  or  a  manger  was 
to    be    built    in   the   shed. 

Here  Jesus  worked,  often  in  the  early  morning,  before  the 
others  were  up.  The  sound  of  His  hatchet  or  axe  could  be 
heard  as  He  shaped  a  frame  for  a  window,  or  cut  a  beam  for 
a  new  house  or  shop.  Sometimes,  after  the  breakfast  of 
coarse  bread  and  eggs.  He  started  down  towards  the  village 
to  work  on  a  house  or  shed. 

All  day  He  worked.  At  evening  the  children  met  Him  on 
His  way   home,  and  more  than   once  they   saw  Him  turn  and 

1,  The  teacher,  if  she  chooses,  can  refer  to  the  carpenter's  different  tools,  and  the  children 
can  show  how  he  uses  them. 

2.  John  10  :  9. 


102 


SERVICE 


take  the  side  path  that  led  up  to  the  hills,  where  He  could 
rest,  and  talk  with  the  Father. 

When   He   reached   the    small  home  — a   flat-roofed,   white 


"  Is  not  this   the   carpenter,  the  Son   of   Mary  ? 


Mark  6  :  3 


hut  — He  found  Mary  waiting,  and  the  table,  a  round  stool 
which  perhaps  He  had  made,  spread  with  the  evening  meal. 
When  they  had  eaten  He  often  worked  again  in  the  shop,  or 
mended  a  shelf  in  the  home.     Weary,  at  last  He  lay  down  to 


SERVICE  103 

rest,  wrapped  in  a  coarse  blanket  — if  the  night  was  cool  —  or 
a  coat  of   slicep-skin. 

Thus  "the  carpenter"  worked  day  after  day,  putting  on  a 
board  wherever  a  board  was  needed,  mending  a  roof  on  one 
of  the  huts,  or  building  a  trough  out  in  the  field,  for  the 
cattle  to  drink  from. 

The  townspeople,  the  farmers,  the  shepherds,  the  children, 
all  knew  Him.  He  was  "the  carpenter,"  to  whom  they  went, 
and  whom  they  always  found  ready  to  fix  whatever  they 
brought.  They  had  seen  Him  at  work,  bending  over  His  tools 
from  early  morning  until  evening  came.  They  knew  that 
whatever  He  fixed  was  fixed  well,  and  whatever  He  built  would 
be  strong.  They  knew  the  poor  people  came  to  Him  be- 
cause the  pay  He  received  was  often  much  less  than  He 
earned. 

Mary  knew  that  the  money  He  earned  bought  the  corn  she 
made  into  bread.     And  for  this  she  loved  Him  the  more. 

The  townspeople  did  not  always  think  how  much  "  the 
carpenter"  helped  them  ;  but  the  Father  was  watching.  He 
knew.  And  He  loved  Him  the  more  for  the  work  He  could 
do  with  His  carpenter's  tools. 


104  SERVICE 

LESSON   IV 

Zbc  Cbriet 

In  this  story  we  see  the  service  of  Mary,  Martha,  and 
Lazarus  in  their  home  life, — their  service  as  friends  to  Christ, 
and  His  service  to  them,  in  coming  to  them  when  they  needed 
help  and  sympathy. 

Central  Thought.  — Helpfulness  in  the  home-life,  and  service 
to  any  who  are  in  need  of  help  and  sympathy. 

Text. —  "Who  went  about  doing  good."     Acts  10  :  38. 

Picture.  —  Bethany.     Hofmanu. 

LESSOJ^   OUTLINE 

I.  Point  of  Contact :     Going-a-visiting. 

II.  A  home  where  Jesus  went — Mary,  Martha,  Lazarus, 
in.     Their  service  to  one  another  and  to  Christ. 

IV.  Death  of  Lazarus — sorrow  of  Mary  and  Martha. 

V.  The  compassion  and  sympathy  of  Jesus. 

VI.  Lazarus  restored  to  life.     John  ii. 
Vn.  Joy  in  that  home. 

Note. — The  following  story  should  be  enveloped  in  an  atmosphere  of  child-like 
simplicity  and  calm  assurance.  The  object  is  not  only  to  show  Christ's  loving  help- 
fulness in  coming  to  His  friends  when  they  most  needed  help,  but  His  sublime  divin- 
ity in  restoring  their  brother  to  them  again.  The  story  picture  shows  Christ,  in  His 
own  calm,  gentle  dignity,  turning  ever  from  the  thought  of  "sleep"  to  a  glorious 
"awakening,"  f  rom  "  death  "  to  a  "resurrection,"  from  sorrow  to  "joy  in  the  glory 
of    God." 

Leave  the  story  in  its  natural  setting.  Avoid  any  touch  of  the 
tragical,  or  any  thought  of  the  unnaturalness  of  death  as  coupled  with 
its  resurrection. 


SERVICE 


105 


The   story   can   prove   a   priceless    blessing    to   the    young   mind ; 
but   this    result    depends    entirely   upon   the    atmosphere   with    which 
the     teacher    surrounds 
it. 

THE   LESSON 

Point  of  Contact. 
—  Did  you  ever  go 
with  mother  and 
father  to  the  home 
of  a  friend  ! 

STORY 

In  a  village,  at 
the  foot  of  a 
mountain/  stood  a 
vine-covered  cottage. ^ 
It  was  the  home  of 
a  brother  and  two 
sisters. 

Along  the  quiet 
path  that  led  over 
the  mountain  Christ 
often  walked.  When 
the  day  had  been 
hard,  and  He  was  weary,  He  left  the  city^  for  the  mountain 
path  that  led  to  this  home.  Here  lived  His  three  friends 
whom  He  loved,  and  who  had  learned  to  love  Him. 

Here  He  saw  the   brother  at  work,  for  it  was  Lazarus  who 

1.  Olivet. 

2.  This  home   has    often    been    referred   to    as    a  "vine-covered    cottage"  (See  Life  of    Christ, 
Geikie,  page  601),  probably  because  it  was  a  home  of  more  wealth  than  the  average  Bethlehem  hut. 

3.  Jerusalem. 


"Who  went  about  doing  good." 

Acts  10  :  38. 


106  SERVICE 

made  a  home  for  the  sisters,  and  here  He  saw  them  working, 
too  ;    doing  whatever  they  knew  would  make   Lazarus   happy. 

Many  an  evening  Jesus  had  sat  beside  their  bright  fire, 
for  here  He  could  rest.  He  could  talk  with  them  of  the 
Father,  for  they  understood.  He  could  tell  them  how  weary 
He  was,  and  how  He  would  not  always  be  here  in  the  world. 

One  day,  from  that  home,  a  messenger  came  to  the  Christ. 
The  message  he  brought  was:  "He  whom  thou  lovest  is  sick.'' 
(John  11: 3.)   Jesus  knew  wlio  they  meant — Lazarus. 

Though  the  way  was  dangerous,  it  was  not  long  before  He 
started  with  His  friends  toward  the  village  where  Lazarus 
lived.  When  they  asked  why  He  went.  He  answered:  "Lazarus 
sleepeth ;    but    I    go,  that    I    may  awake    him   out    of    sleep." 

(John  11:11.) 

As  they  came  near  the  town,  one  of  the  sisters  came  out 
to  meet  Him.  She  told  Him  her  brother  had  died,  but  Jesus 
answered,  "Thy  brother  shall  rise  again."  (John  ii:23.)  Then  He 
asked  for  the  other  sister.  Going  to  the  cottage,  she  called 
her,  saying,  "The  Master  is  come,  and  calleth  for  thee." 
(John  11: 28.)  As  soou  as  the  other  sister  "heard  that,  she  arose 
quickly,  and  came  unto  Him,"  and  she  knelt  at  His  feet. 

Jesus,  when  He  saw  their  sorrow,  pitied  them  both,  and 
He  wept ;  but  He  told  them  they  should  "  see  the  glory "  of  His 
Heavenly  Father.  (John  ii:40.)  Then  He  asked  them  to  take 
Him  to  the  place  where  they  had  laid  that  brother  whom 
.they  all  loved.  When  they  were  there,  Jesus  spoke  in  His 
kind,  gentle  voice,  saying,  "Lazarus,  come  forth;"  and  behold, 
Lazarus  stood  there  before  them. 

There  was  great  joy  in  that  home.  Now,  more  than  ever, 
they  loved  the  One  Who  had  come  to  them  when  they  were 
sad;  Who  had  wept  when  they  wept;  that  Friend  Who  could, 
and  did,  give  them  their  brother  again. 

The  picture  today  shows  us  the  inside  of  the  cottage,  and  Jesus,  with 
Lazarus'  two   sisters. 


SERVICE  107 


LESSON    V 

nRar\>'0  Xovino  Service 

The  lesson  of  tlie  alabaster  box  of  ointment  shows  Mary's 
love  for  the  Christ,  and  her  service  to  Him  in  manifesting 
that  love  in  an  act  of  self-sacrifice. 

Central  Thought.— An  act  of  love  and  sacrifice  is  the  truest 
kind  of  service.     "  Let  others  be  first.  "     See  Topic  IX. 

Text.— "She  hath  wrought  a  good  work  .  .  .  she  hath  done 
what  she  could."     Mark  1-4:6,  8. 

Picture.— Christ  and  the  Sinner.^     Hofmann. 

LESSON    OUTLINE 

I.  Point  of  Contact :  Have  you  seen  any  one  this  week  who  was 
helping  another? 

H.    Review  last  story. 

in.  The  Christ,  homeless,  often  lonely  and  weary. 

IV.  The  love  of  Mary  as  evinced  in  her  self-sacrifice  ;  the  alabaster 
box. 

V.  His  appreciation:  " She  hath  wrought  a  good  work  .  .  .  she 
hath  done  what  she  could." 

VI.  Mary's  joy  when  she  hears  these  words  from  her  Master. 

Note.  —  The  story  of  the  alabaster  box,  coming  soon  after  the  one  of  Christ's- 
humble  life  as  the  village  carpenter,  leads  to  the  thought  of  how  grateful  to  Him 
must  have  been,  during  His  last  days  of  toil  and  unappreciated  effort,  the  loving 
tribute  of  Mary,  and  the  touch  of  luxury^  that  came  for  a  moment  into  the  life  of 
Him  Who  said  :  "The  birds  of  the  air  have  homes,  but  the  Son  of  man  hath  not 
where  to  lay  His  head." 


1.  The  picture  is  of  Christ  and  the  adulteress.  It  illustrates  today's  story,  and  for  this 
reason  is  made  use  of  here.    With  the  children   it  calls  for  no  explanation. 

2.  "The  costliest  anointing  oil  of  all  antiquity  was  the  pure  spikenard,  exposed  in  flat  ala- 
baster boxes,  for  sale  throughout  the  Roman  Empire,  where  it  fetched  a  price  that  put  it  beyond 
any  but  the  wealthy."  —  Geikie. 


108 


SEKVICE 


THE  LESSON 

Point  of  Contact. —  Have  you  seen  any  one  this  week  who 
was  helping  another? 

Do  you  know  of    a  home,  a  vine -covered   cottage,   where 

Jesus  went  when  he 
was  weary,  where  He 
went  at  one  time  when 
His  friends  were  in 
trouble  ? 

STORY 

One  day  Jesus  left 
the  city,  and  started 
up  the  foot-path  that 
led  over  the  moun- 
tains. It  was  steep, 
but  the  way  was 
shorter,  and  He  was 
weary,  and  wanted  to 
reach  the  vine-covered 
cottage.  Besides,  it 
was  a  quiet  path,  and 
He  had  just  come 
from  the  city  where 
the  crowd  was  always 
around  Him. 

Up  the  mountain 
path  Jesus  walked. 
Now  and  then  a  bird  sang  in  the  tree  over  His  head,  or  a  lamb 
was  heard  in  some  distant  field.  As  He  followed  the  path 
down  on  the  other  side  it  led  in  and  out  among  the  fig,  olive, 
and  almond  trees,  and  through  a  green  dell,  to  the  village. 


"  She  hath  wrought  a  good  work  . 
what    she    could  " 


//  '/mann 

she  hath  done 


Mark  14  :  6.  8 


SERVICE  109 

Jesus  was  lonely.  He  had  no  home  of  His  own  and,  much 
as  He  loved  all  the  world,  He  knew  there  were  cruel  men  who 
were  seeking  His  life. 

"When  He  came  through  the  green  dell  He  saw  the  cottage 
door  open,  and  one  of  the  sisters  come  out  to  meet  Him.  He 
saw  the  brother  leave  His  work  and  come  too,  and  He  heard 
them  say  over  and  over,  "We  are  glad  You  have  come." 

As  they  went  in  the  other  sister  came  to  Him.  Then  the 
table  was  spread,  and  more  friends  were  coming. 

As  they  sat  around  the  table  Jesus  looked  into  their  faces. 
He  saw  there  men  and  women  whom  He  had  touched  and 
made  well.  Beside  Him  was  Lazarus  —  and  they  had  all  heard 
that  wonderful  story.  Jesus  knew  how  they  loved  Him,  and 
some  of   them  knew  He  was  lonely. 

As  they  sat  at  the  table  one  of  the  sisters  arose,  and  tak- 
ing a  box  of  precious  ointment,  made  of  perfume,  broke  it, 
anointed  His  feet,  and  wiped  them  with  her  soft  hair,  that  He 
might  know  how  much  she  loved  Him. 

Some  one  spoke  unkindly  about  it,  and  said  the  ointment 
was  wasted. 

Jesus  turned,  and  looked,  and  spoke:  "She  hath  wrought 
a  good  work  .  .  .  she  hath  done  what  she  could."  Then  He 
told  them  He  was  going  away  before  many  days  ;  and  they 
knew  by  His  voice  that  He  was  lonely  and  sad. 

As  the  sister  heard,  she  poured  the  rest  of  the  ointment 
over  His  feet.  He  looked  down  upon  her,  and  she  knew  that 
the  sad  heart  of  Jesus  was  being  made  glad  by  her  love. 


110  SERVICE 

LESSON   VI 

Service 

The  lesson  is  a  review  of  the  topics  of  the  year.  Its 
object  is  to  show  the  service  (helpfulness)  of  the  child  in 
being  of  Good  Cheer,  Obedient,  Eeady. 

"To  be   patient,  sympathetic,  tender,  to  hope  always,  like 

God,    to    love    always.^'— AmieVs  Journal,  Mrs.  E.    Ward,  Translator. 

Central  Thought.— Help  in  every  -way  you  can,  -wherever  you 
can,  as  often  as  you  can. 

Text.— "Jesus  bids  us  shine,  with  a  clear  pure  light, 

Like  a  little  candle  burning  in  the  night."     Song 

Song.— "Jesus  Bids  Us  Shine." 

Picture. —  "  Good  Night." 

LESSON  OUTLINE 

I.  Point  of  Contact :     Good  Cheer,  Obedience,  Ready.     (Review) 

II.  Let  the  children  choose  one  story  under  any  of  the  topics.  Good 
Cheer,  Obedience,  Ready,  or  Service,  to  be  re -told  today. 

The  Christ  knows,  and  loves  us,  when  any  one  of  us  does  a  kind 
act,  like  the  one  related  in  this  story.     (Tell  the  story  chosen.) 

III.  As  you  love  the  doctor  who  cures  your  father  or  brother,  or  the 
boy  who  is  kind  to  your  mother,  so  the  Christ  loves  us  when  we  are 
kind  and  helpful  to  one  another.  "  Inasmuch  as  ye  have  done  it  unto 
one  of  the  least  of  these." 

THE   LESSON 

Point  of  Contact. — This  morning  when  I  awoke  I  heard 
something  singing  outside  the  window.     What  was  it? 


SERVICE 


111 


I  have  never  heard  a  bird  cry  except  when  one  of  its 
young  birds  was  in  danger.  The  birds  always  sing.  When 
the  sun  shines  and  when  the  rain  falls,  in  the  morning  and 
evening,  in  cold  weather  and  warm,  every  day  in  the  week 
and  all  the  day  long 
you  can  hear  their 
glad  voices.  Some  say 
the  robin's  song  is 
'' Cheer-up."  The  birds 
seem  to  be  happy,  to 
be  full  of  good  cheer, 
and  to  try  to  make 
all  the  world  happy 
with  them. 

Like  the  Shepherd 
Boy  who  cheered  the 
sick  king,  they  are 
not  only  happy  them- 
selves; but  they  make 
others   so. 

Did  you  ever  think 
what  might  have  hap- 
pened if,  when  Our 
Country  was  getting 
"Ready"  for  war, 
when  the  President 
called  for  soldiers,  no 
soldiers  had  been 
"Ready"    to    go? 

Then,  too,  if  our 
soldiers  had  not  done  as  their  captains  commanded  —  just 
as  Gideon's  did  —  we  might  have  been  having  the  old 
wars   now. 


[by  courtesy  of  the  Illustrated  Buffalo  Express] 

Jesus  bids  us  shine,  with  a  clear  pure  light 
Like  a  little  candle  burning  in  the  night"    Song 


112  SERVICE 

I  know  of  two  fishermen  who  would  have  made  the  right 
kind  of  soldiers.  They  were  brothers,  and  were  out  on  a 
lake  when  some  One  called  them.    Can  you  tell  what  happened? 

A  soldier  should  be  of  good  cheer,  be  ready,  and  do  what- 
ever is  asked  the  moment  he  hears  the  word  of  command. 
I  have  here  (count  the  children)  .  .  .  soldiers.  I  can  tell 
by  their  faces  when  they  are  of  good  cheer.  I  can  tell  by 
the  clock  when  they  are  ready  (for  Sunday  School).  I  can 
tell  by  their  eyes,  hands,  and  feet,  by  their  shoulders  and 
heads,  when  they  do  as  their  leader  has  asked.  (When  the 
children  have  assumed  "position"  in  imitation  of  the  teacher, 
the  drill  suggested  with  Lesson  VI,  under  "Ready"  can  be 
used.) 

STORY 

Which  one  of  all  the  stories  I  have  told  would  you  like 
to  hear  over  again? 
See   Lesson  Outline. 
Make  the   story  brief. 

Note. — When  we  do  our  best  every  day,  our  lives  are  like  candles  that  are 
always  kept  burning,  helping  someone  to  see. 

The  song  :     "Jesus  bids  us  shine  with  a  clear  pure  light, 
Like  a  little  candle  burning  in  the  night,  " 

can    be   used.      It    is  in   Songs  and    Games  for  Little    Ones,  Oliver  Ditson    Com- 
pany, publishers. 


^be  (Tburcb 

SUMMER    SEASON 

"This  is  none  other  but  the  House  of   God"  —  Genesis  28 :  17. 
"The  Lord  is  in  His  holy  temple  :    let  all  the  earth  keep  silence  before  Him." 

—Hahakkuk  2  :  20. 

I  HIS  topic  is  presented  at  this  season  of  the  year, 
as  The  Church  is  so  often  neglected  during  the 
vacation  days  of  July  and  August.  However, 
in  some  cases  teachers  may  prefer  to  change 
the  order  of  the  topics,  adapting  them  to  the 
needs  of  the  individual  schools.  It  can  be  used  at  any 
season. 

The  topic  includes  Reverence  and  Prayer,  which  the  young 
child  should  feel  and  experience,  but  not  have  "  preached  to 
him"  until  the  mind  is  more  fully  developed.  It  is  followed 
by  "The  Sabbath,"  which  is  given  at  this  time  for  the  same 
reason.^ 

The  topic  has  been  selected: 

I.  That  the  child  may  have  some  conception  of  what  The 
Church  has  done  for  him  and  the  world. 

II.  That  he  may  feel  The  Church  to  be  "None  other  but 
the  house  of  God." 

III.  That  he  may  love  The  Church,  and  feel  that  he  has  a 
share  in  both  its  work  and  its  joy. 


1.    Some  may  choose  to  use  these  topics  at  another    season,  when,  as  one  has  put  it,  "those 
who  most  need  them  will  be  present." 

H  (113) 


114  THE    CHURCH 

The  topic  will  be  presented  in  three  lessons:^ 

Lesson  I.  The  world  without  churches,  that  is,  before  the 
day  of  churches.     "The  Altar,"  Abraham's  Altar.     Genesis  12. 

Lesson  II.    The  world  with  churches:   The  Story. 

The  story  includes  a  brief  history  of  The  Church  :  altar, 
(review)  tent -church,  the  builded  church,  showing  the  growth 
of  the  church,  and  what  it  has  done  for  the  world  and  for  us. 
It  brings  the  history  down  to  our  own  church,  and  what  it  is 
doing  for  us  and  for  the  world. 

"The  stories  for  the  child  must  have  a  certain  completeness 
of  their  own." 

"We  must  teach  by  wholes  rather  than  in  complications  of 
details." 

"Distracting  details  are  a  serious  interference  with  the 
child's  generalizing  powers." 

Lesson  III.    Christ's  love  for' The  Church  and  its  work. 


1.  The  series  is  made  short,  for  if  the  subject  is  dwelt  upon  too  long  the  child  may  weary 
of  hearing  about  "The  Church,"  and  thus  the  very  cause  for  presenting  the  topic  (  to  make  him 
love  and  reverence  the  church  )   will  be  thwarted. 


THE   CHURCH  115 

LESSON    I 

(Tbe  altar 

Today  the  child  can  be  led  to  feel  something  of  what  The 
Church  has  done  for  the  world,  and  for  him,  by  the  story  of  a 
man  (Abraham),  who  lived  in  the  world  before  the  day  of 
churches. 

This  simple  story  is  a  seed.  Drop  it  carefully,  and  trust 
the  Father  and  the  child  for  the  rest;  in  due  time  its  mean- 
ing will  reveal  itself. 

Central   Thought.— The  world  before  the  day  of  churches. 

Text,  — "Abraham  pitched  his  tent,  and  builded  an  altar  unto 
the  Lord."     Genesis  12  :  8. 

Picture.  — Abraham's  Oak. 

LESSON^  OUTLINE 

I.  Point  of  Contact :     Stones  brought  into  class. 

II.  Abraham's  journey  to  Canaan, 

III.  His  joy  at  reaching  Canaan. 

IV.  No  church  there,  or  in  all  that  country,  or  the  world,  where  he 
could  thank  the  Father  for  His  loving  care,  in  bringing  him  safely  to 
Canaan  — 

"  But  the  sound  of  the  church -going  bell, 
Those  valleys  or  rocks  never  heard." — Cowper. 

V.  Abraham's  Altar  :  this  was  the  only  church  of  which  he  knew. 

VI.  His  gratitude  and  feeling  of  safety  as  he  stood  beside  the  altar. 
His  prayer.^ 


1.    "  Prayer "  can  be  more  forcibly  presented  to  the  child  las  a  feeling  of  reverence  and  grati- 
tude expressed  (as  here  by  Abraham)  than  under  a  special  topic. 


116  THE    CHUKCH 

THE   LESSON 

Point  of  Contact.— Do  you  see  these  stones?  I  am  going 
to  pile  them  up  here  on  the  table.  What  would  anyone  make 
a  pile  of  stones  like  this,  only  much  larger,  for!  Shall  I  tell 
you? 

8  TOBY 

Once  the  leader  of  a  great  family  of  people  started,  with 
those  people,  for  a  far-away  land.  They  traveled  on  camels. 
Rolling  the  tent- cloths  and  food  into  packages,  they  strapped 
them  to  the  camels.  They  had  many  flocks  of  sheep  and 
herds  of  cattle,  and  it  made  a  great  caravan.  They  would  go 
until  they  found  green  pastures,  trees,  and  a  spring  of  water. 
There  they  would  stop  and,  while  the  sheep  and  cattle  grazed, 
pitch  their  tents  under  the  trees  near  the  spring. 

For  days  and  days  they  went.  At  last,  "into  the  land  of 
Canaan,"  the  land  for  which  they  had  started,  "they  came." 
They  had  forded  streams,  climbed  hills,  ridden  through  cities 
and  across  plains  and  valleys.  They  had  faced  storms  of 
wind  and  rain.     The  journey  had  been  long  and  dangerous. ^ 

Now  they  came  to  a  wide  valley,  green  with  grass,  gray 
with  olive  trees,  and  dotted  with  gardens.  The  soil  was  rich, 
and  there  were  many  springs  of  water. ^ 

Some  of  them  pitched  their  tents  in  the  valley.  Their 
leader,  Abraham,  climbed  the  hills,  and  pitched  his  tent  on 
the  rocky  summit  of  a  mountain,  in  a  grove  of  oak  trees. ^ 
From  the  mountain  he  could  look  off  on  the  green  pasture - 
lands   and  the  hills  where  the  shepherds    were   tending    their 

1.  See  Hours  with  the  Bible,  Volume  I,  page  254. 

2.  For  the  Lord  thy  God  bringeth  thee  into  a  good  land  :  a  land  of  brooks  of  water,  of 
fountains,  and  depths  that  spring  out  of  valleys  and  hills  ;  a  land  of  wheat  and  barley,  and  vine* 
and  fig  trees,  and  pomegranates  ;    a  land  of  oil,  olive  and  honey.  —  Deuteronomy  8 :  7,  8. 

3.  Genesis   12  :  7,  8.     R.  V. 


THE    CHURCH 


117 


sheep.  Above  the  mountain  was  the  blue  sky,  and  there  on 
its  summit  a  spring  and  the  grove  of   oak  trees. 

On  those  hills  he  and  his  people  lived  many  days.  There 
they  worked,  the  men  with  the  sheep,  the  women  in  the  tents. 
But  in  every  week  there  came  one  day,^  when  no  one  worked. 
What  day  was  that?  Yes,  that  was  their  Sunday.  What 
would  they  do  that  day? 

Abraham    could   not   go   to    church,  nor   could   his  people. 


"  Abraham    pitched   his   tent,  and    builded    an    altar    unto  the  Lord " 

Genesis  12  :  8 

There  was  no  church  down  in  the  valley,  or  up  on  the  hills. 
The  people  had  their  tent- homes,  but  there  was  not  even 
a  tent -church.  There  was  no  church  in  all  that  broad  land,  or 
in  the  land  from  which  Abraham  came,  not  one.  Then  the 
people  did  not  know  the  Heavenly  Father  as  we  know  Him 
now.    In  that  country  so  long  ago  they  did   not   love  Him  as 

1.    Although  this  was   before   the  Mosaic  Law,  history  gives  evidence    that    the  Sabbath  was 
observed. 


118  THE    CHUKCH 

you  and  I  love  Him  today.  So  there  were  no  churches  in  all 
that  broad  land ;  not  a  church  in  the  world  ! 

Abraham  had  no  church  in  which  to  thank  Our  Father  for 
His  loving  care;  but  he  had  the  blue  sky,  the  mountains,  and 
hills,  the   spring  of  water,  and  the  oak  trees. 

So  there,  under  the  blue  sky,  under  one  of  the  great  oaks, 
Abraham  set  up  a  pile  of  stones,  which  he  called  an  "altar." 
This  was  all  the  church  Abraham  had  ever  known.  It  was 
only  a  small  pile  of  rough  stones,  with  perhaps  a  few  pieces 
of  dirt  and  grass  thrown  in  among  them,  dirt  and  grass  such 
as  he  could  cut  out  of  the  mountain  side.  This  was  an  "altar," 
a  place  where  he  could  lay  what  he  had  to  give  to  his  Heav- 
enly Father.  One  by  one  he  piled  up  the  stones,  and  laid  in 
the  pieces  of  dirt,  until  he  had  builded  an  "altar." 

When  the  Altar  was  done,  there,  far  from  his  homeland, 
among  the  strange  and  rough  men  who  lived  in  those  moun- 
tains, there  close  by  the  altar,  Abraham  thanked  the  Father 
for  His  loving  care  in  bringing  him  all  the  way  to  that  land; 
and  he  thanked  Him,  too,  for  the  altar.  For  Abraham,  while 
he  was  building  the  altar,  and  when  he  stood  there  beside  it, 
felt  safer  and  stronger  than  when  he  had  stood  alone  under 
the   tree. 

The  Father  saw  him,  and  the  Father  loved  Abraham  and 
his  "altar,"  which  he  had  "builded  unto  the  Lord."^ 


1.    The  picture  today  is  of  the  oak  tree  under  which  Abraham  "  bxiilded  the  altar." 


THE    CHURCH  119 

LESSON  II 

^be  36uil^c^  Cburcb 

The  lesson  today  tells  of  the  progress  of  the  Christian 
Church  from  the  days  of  the  altar  (review)  to  those  of  the 
tent -church,  and  from  the  time  of  the  latter  until  today,  ^ 
when  it  is  known  to  "all  the  nations  of  the  earth"  and  when 
The  Church  is  the  great  uplifting  and  conserving  agency  of 
the  world." 

Central  Thought.  —What  the  church  has  done  for  the  world 
and  for  me. 

Text.— "This  is  none  other  but  the  house  of  God." 

PICTURE.-  The  Temple.  ^^^^^^«  ^8  :  17. 

Song.— "Come,  Come,  People  Come,"  or  "Church  Bells."  ^ 

LESSOR  OUTLINE 

I.  Poi7it  of  Contact:  The  church,— its  beauty  and  the  uses 
of   our   own  church   building.      What  is  our  church  for? 

The  world  before  the  day  of  churches, — Abraham's  Altar. 

II.  The  tent -church. 

III.  The  builded  church. —  Solomon's  Temple. 

IV.  Growth  of  the  church.* 

V.  What  churches  have  done  for  the  world. 


1.  See  note  under  Lesson  II  at  the  opening  of  topic  II. 

2.  In  this  story  details  should  be  omitted.  The  story  should  be  complete  but  simple.  It 
should  tell  of  the  church  from  the  day  of  Abraham's  altar  down  to  our  own  church,  and  cause 
the  child  to  feel  something  of  what  it  has  done  for  him. 

3.  Page  15  of  Song  Stories  for  the  Sunday  School. 

4.  At  this  point  the  teacher  can  make  use  of  a  globe  or  blackboard.  Let  it  represent  the 
world  and  show  the  spread  of  the  church,  from  a  few  churches  in  one  part  of  the  world,  to  churches 
all  the  world  round.    Do  not  use  maps. 

"  The  child-mind  has  little  power  to  perceive  matters  of  time  or  space,  and  consequently  can 
assimilate  but  little  of  history  or  geography."—  Patterson  DuBois. 


120  THE   CHURCH 

VI.  Church  of  today  —  all  the  world  over:    what  it  does. 

VII.  Our  church  —  what  it  does.^ 

VIII.  Songs:  "God  has  Work  tor  All"  and  "Come,  Come,  People 
Come." 

THE   LESSON 

Point  of  Contact. — You  and  I  have  a  place  where  we  can 
come  every  Sunday  to  thank  the  Father  for  His  loving  care, 
to  hear  the  stories  of  Him  and  His  people,  to  praise  Him, 
and  to  plan  to  help  others  as  Jesus  did  when  He  was  here 
in  the  world.  Here  we  can  plan  to  help  the  poor  children, 
and   bring  pennies  for  them,  and  flowers  for  the   sick. 

I  know  of  some  one  who  had  no  church.  There  was  no 
church  in  the  land  where  he  lived,  not  one.  There  was  not 
a  church  in  the  world!  (Review  the  story  of  Abraham's 
altar.     Let  the   children  tell  it,  as  far  as  they  will.) 

STORY 

They  had  their  tent -homes,  and  the  Father  wanted  His 
children  to  have  a  tent -church. 

As  those  children  lived  wherever  there  were  pasture  lands 
for  the  sheep,  often  moving  from  one  place  to  another,  the 
tent- church  must  be  small,  and  so  made  that  it  could  be 
easily  moved.  The  women  wove  the  cloth,  and  made  beauti- 
ful curtains  of  violet,  purple,  red,  and  crimson,  which  they 
embroidered  with  wonderful  figures.  The  men  cut  the  pillars, 
bars,  and  rods  of  wood,  which  they  trimmed  with  silver  and 
gold.  When  all  were  finished  they  set  up  the  tent-church, 
and  the  Father  loved  it  as  He  had  loved  the  altar  which 
Abraham  built. 

In  the  tent- church  they  met  to  thank  the  Father  for  His 

1.    Helps   us   to  help  others  (or,  be   of  service). 


THE    CHURCH 


121 


care,  and  to  hear  some  of  the  stories  you  have  heard  here. 
Often  the  Father's  great  family  of  children,  the  rich  and  the 
poor,  and  with  them  the  King  of  the  land,  could  be  seen 
going  to  the  tent -church. 

After   a   time    all    the   people   did  not   live    in  tent- homes. 
The  King  had  built  for  himself  a  palace  of   wood,  and  many 


Solomon's   Temple 


This    is    none    other    but    the   house    of   God " 

Genesis  28  :  17 


were  living  in  houses.  The  King  thought  about  it.  He  said : 
"  I  dwell  in  a  house  of  cedar,  and  the  Father's  House,  where 
we  come  to  praise  Him  for  His  wonderful  works,  should  no 
longer  be  a  tent -church,  but  a  church  builded  by  the  children 
who  love  him."  So  the  Father's  children  builded  a  church  — 
they  called  it  a  temple.     It  stood  on  a  hill  in  the  greatest  city 


122  THE    CHURCH 

of  all  that  broad  land.  Its  walls  were  rich  with  gold,  silver, 
and  precious  stones,  and  it  had  curtains  of  blue  and  of  crim- 
son. The  Father  loved  the  temple  as  He  had  loved  the  tent- 
church  and  the  altar.  To  the  temple  people  came  from  all 
the  countries  around  to  sing  praises,  and  to  thank  the  Father 
for  His  care,  —  for  the  seed  time  and  harvest. 

To  this  same  city  and  the  temple^  Jesus  came.  He  called 
it  "My  Father's  house."-  He  came  to  it  often.  He  talked 
with  His  helpers  about  it,  and  He  sent  those  helpers  out  to 
tell  of  Him  and  the  Father,  and  to  build  churches  in  all  the 
countries   around. 

The  story  of  Jesus,  and  His  love  for  everyone,  was  heard 
all  the  world  over,  and  churches  began  to  be  builded  in  the 
lands  far  and  near. 

Then  there  were  doctors^  to  cure  the  sick  people,  and 
hospitals  where  they  could  be  cared  for,  because  Jesus  had 
taught  men  to  care  for  the  sick;  and  there  were  also  schools 
where  the  children  could  learn. 

From  the  churches  men  went  forth  to  tell  others  of  Jesus, 
that  they  might  love  Him,  and  have  churches  too.  They  came 
to  our  Country.  Everywhere  churches  were  built.  This  church 
was  built  here.* 

So  now  we  have  our  church,  where  you  and  I  can  praise  the 
Father  and  learn  of  Him  and  of  Jesus;  where  the  mission 
band^  can  work,  that  others  may  hear  the  stories  we  love ;  where 
the  sewing  classes  meet,  that  the  poor  may  have  clothes;*'  where 
there  is  room  and  work  for  us  all.^ 


1.  Although  the  temple  Jesus  visited  was  built  by  Herod,  this  fact  is  not  noted  in  the  story. 
The  temple  of  Christ's  time  was   similar  to   Solomon's   and   stood  upon  the  same  spot. 

2.  Luke  2  :  49. 

3.  Previously  the  doctors  were  only  magicians. 

4.  See  foot-note  referred  to  in  Lesson  Outline.     Use   globe,  or  blackboard,  at  this   point. 

5  and  6.  Adapt  the  story  to  the  work  of  your  special  church,  to  the  work  in  which  the 
children  have  a  part. 

7.  If  possible  take  the  children  through  the  church.  Show  them  what  the  rooms  and  equip- 
ments are  for.     Let  each  child   feel   that  it  is   his  church. 


THE    CHURCH 


123 


Shall  we  sing  the  song  that  tells  us  "God  has  Work  for 
All?"  (Sing  "What  the  Little  Things  Said."  See  Lesson  I, 
under  "Service"). 

Sing  song,  "Church  Bells."  Develop  the  song.  Have  the 
children  show  how  the  sexton  rings  the  bells. ^ 

1.    The  picture  to-day  shows  us  the  temple. 


124  THE    CHURCH 


LESSON    III 


6oinG  up  to  3cru0alem 

This  lesson  shows  the  reverence  for  the  church  and  its 
ceremonies  in  the  early  days  of  its  history.  It  also  shows  the 
love  of  the   Christ- child  for  the  church  and  its  work. 

Central  Thought.  — Christ's  love  for  the  church.  "Christ 
also    loved  the    church."     Ephesians  5  :  25. 

Text.  — "And  .  .  .  they  found  Him  in  the  temple."   Luke  2:46. 

Picture.  —  Christ  in  the  Temple.     Hofmann. 

Song. —  "Come,  Come,   People  Come," 

LE880¥   OUTLINE 

I.  Pomt  of  Contact :     Our  church. 

II.  Going  to  church  in  the  Orient  —  Customs  of  "Going  to  Jeru- 
salem" to  the  Temple. 

III.  The  waiting  of  the  Christ -child  until  He  ''  was  twelve  years 
old." 

IV.  His  first  journey  to  Jerusalem. 

V.  The  Temple. 

VI.  The  Child's  love  for  the  Temple,  and  His  interest  in  the  Doc- 
tors whom  he  found  in  the  Temple. 

VII.  Mary  and  Joseph — "And  .  .  .  they  found  Him  in  the  temple." 

THE   LESSON 


Point  of  Contact.— Who   built    this    church  ?i    What    is   it 
for  ?     What  Day  do  we  always  come  here  V 


}2 


1.  God's  children. 

2.  The  Sabbath  Day.    See  the  following  topic. 


THE    CHURCH 


125 


STORY 

In  the  country  where  Jesus  Uved  there  were  small  churches 
in  the  towns;  but  once  every  year  the  people  went  up  to  the 
temple  in  the  city,  to  thank  the  Father  for  His  care;  to  praise 
Him,  and   to  learn  of  His  wonderful  works. 


Ho/mann 


And 


they  found   Him   in    the  temple  " 

Luke  2  :  46 


Every  year  the  Boy  Jesus  saw  Joseph  and  Mary,  with 
their  neighbors,  start  for  the  far-away  city.  Every  year  He 
asked  to  go.  When  He  was  five  years  old  they  answered,  "You 
are  not  old  enough  yet;"  when  He  was  six  years  old,  "Not 
yet;"  seven  years    old,    "Not  yet;"   eight  years   old,  "Not  old 


126  THE    CHURCH 

enough  now;"  nine  years  old,  "Not  yet;"  ten  years  old,  "A 
little  while  longer;"  eleven  years  old,  "one  year  more;"  twelve 
years  old,  "Now  you  may  go." 

Go  to  the  great  city  and  the  wonderful  temple !  The  Boy 
Jesus  could  hardly  believe  it.  Was  it  really  so?  Yes,  the  tent, 
mules,  and  camels  were  ready  ? 

All  day  they  journeyed,  and  when  evening  came  set  up 
their  small  tent  in  a  garden,  near  a  fountain  of  water.  The 
next  morning  they  began  climbing  the  mountain.^  They  went 
up  and  then  down  the  path  that  led  through  gardens  of  figs 
and  groves  of  gray  olive  trees,  and  brought  them  at  last  to  a 
well.  Another  day  and  another  night,  and  they  could  see 
the  towers  of  the  city.  As  they  came  near,  the  Boy  Jesus 
saw  the  gilded  roofs  and  marble  pillars  of  the  temple.  He 
had  never  seen  anything  like  it  before.  The  roof  was  like 
gold,  and  the  pillars  like  snow.  The  sun  shone  upon  it,  as  if 
the  Father  wanted  Jesus  to  know  it  was  His  house,  and  He 
loved  it  as  He  had  loved  the   altar  and  the  tent -church. 

The  next  morning  Joseph  and  Mary  took  Jesus  up  to  the 
temple  —  through  the  gates,  up  the  white  steps,  and  into  the 
court.  There  perhaps  Jesus  knelt.  There  he  sang  praises 
because  of  the  glory  of  God.  There  He  heard  the  teachers 
talking  of  His  Heavenly  Father. 

A  few  days  they  stayed  in  the  city,  and  went  every  day  to 
the  temple.  The  last  day  Jesus  went  all  alone.  He  had  been 
thinking  of  the  Father,  of  the  church,  and  the  Father's  love 
for  it,  of  the  teachers  and  all  they  had  said.  Once  more  He 
walked  through  the  great  gateways,  up  the  white  steps,  and 
into  the  court.  He  looked  about  Him  —  this  was  His  Father's 
house.     Perhaps  He  knelt  there,  this  time  alone. 

He  could  hear  the  teachers  talking.    He  would  go  near  and 


1.  See  Parrar's  lAfe  of  Christ,  Chapter  VI. 

2.  Jacob's  well. 


THE    CHURCH  127 

listen.  He  had  never  heard  teachers  like  these,  and  they 
were  talking  of  His  Heavenly  Father.  He  listened.  Then 
the  Boy  Jesus  spoke  ;  He  talked  with  the  teachers. 

While  He  was  in  the  temple  Mary  and  Joseph  had  started 
with  the  crowd  for  home.  Perhaps  they  thought  Jesus  close 
by  with  some  friend,  perhaps  they  thought  they  could  easily 
find  Him  when  the  crowd  was  outside  the  town.  When  He 
was   not  found  they  turned  back  to  the  city. 

"And  .  .  .  they  found  Him  in  the  temple."  They  found 
Him  with  the  teachers,  talking  of  His  Heavenly  Father.  A 
wonderful  light  shone  in  His  face.  His  eyes  were  bright  with 
new  joy,  and  His  voice  was  clear,  yet  as  gentle  as  ever.  He 
said :  "  Did  ye  not  know  that  I  must  be  in  my  Father^ s 
Housed '^ 


1.    Luke  2  ;  24.  R.  V. 


^be  Sabbatb 

SUMMER    SEASON 

"  Eemember  the  Sabbath  day,  to  keep  it  holy" — Exodus  20  :  8 

"  Wherefore  it  is  lawful  to  do  good  on  the  Sabbath  day" 

—Matthew  12  :  12.    R.  V. 
"  Let  it  ever  be  the  most  joyful  and  praiseful  day  of  the  seven  " 

— Henry  Ward  Beecher. 

^HIS  topic  is  given  for  the  following  reasons  : 

I.    That  the  child  may  feel  the  Sabbath  to  be 
"the  best  and  the  most  joyous  day  of -the  whole 

year." — Beecher. 

"  I    feel     as    if     God    had,     by     giving    the 
Sabbath,     given     fifty -two     springs     in     every 

year." — Coleridge. 

II.  That  the  child  may  help  to  make  it  "  the  best  and 
most  joyous  day  of  the  whole  week." 

III.  That  "  You  may  take  the  Sabbath  with  you  through 
the  week,  And  sweeten  it  with  all  the  other  days." 

The  topic  will  be  presented  in  three  lessons  : 
Lesson  I.    The  Sabbath  — a  day  of  helpfulness:   "The  Lost 
Sheep." 

"It  is  lawful  to  do  good  on  the  Sabbath  day."   Matthew  12 :  12. 

R.V. 

Lesson  II.  How  the  Christ  kept  the  Sabbath.  One  Sab- 
bath Day  (in  Christ's  life). 

Lesson  III.  How  the  child  can  help  to  make  the  Sabbath 
the  best  day  of  the  week.     Summary  of  topics. 

(128) 


THE     SABBATH  129 

LESSON   I 

^be  Xo0f  Sbecp 

The  Sabbath  for  the  child,  as  well  as  for  the  adult,  should 
be  the  brightest  and  best  day  of  the  week. 

If  it  is  to  be  made  the  best  day  of  the  week,  for  him, 
it  must  not  be  pictured  as  a  day  of  rest,  and  rest  only, 
for  rest  is  not  in  accordance  with  child -nature.  Child  life 
is  a  life  of  alertness  and  of  action. 

The  Sabbath,  for  him,  should  be  pictured  as  a  day  when 
all  the  family  are  together,  and  when  he  can  be  the  most 
thoughtful  and  helpful,  and  "  diligent  in  well  doing." 

The  story  today  is  of  "  The  Lost  Sheep "— "  It  is  lawful 
to  do  good  on  the  Sabbath  day.  " 

Central  Thought.— The  Sabbath:  a  day  for  loving  service  as 
well  as  for  rest. 

Text.  — "What  man  shall  there  be  among  you,  that  shall  have 
one  sheep,  and  if  it  fall  into  a  pit  on  the  Sabbath  day,  will  he  not 
lay  hold  on  it,  and  lift  it  out  ?  "     Matthew  12  :  11. 

Picture.  —  "  Lost."— DeCoek. 

LESSON  OUTLINE 

I.  Point  of  Contact :     Sheep. 

II.  David,  the  Shepherd  Boy.     (Review.) 

Did  he  take  good  care  of  his  sheep  every  day — Sundays  too  ? 

III.  "The  Lost  Sheep"  that  wandered  away  one  Sabbath  day  and  fell 
into  a  deep  pit.     Matthew  12. 


130  THE     SABBATH 

IV.  The  shepherd  :  his  love  for  his  sheep,  and  anxiefcywhen  he  finds 
one  missing. 

V.  His   search. 

VI.  "The  Lost  Sheep"  found  and  rescued.  The  shepherd  carries 
it  home  to  the  fold. 

Note. —  The  following  story  is  founded  upon  the  words  of  the  Good  Shepherd: 
"  What  man  shall  there  be  among  you  that  shall  have  one  sheep,  and  if  it  fall  into 
a  pit  on  the  Sabbath  Day,  will  he  not  lay  hold  on  it,  and  lift  it  out  ?  " 

"  He  tells  them  that  holy  rest  was  a  beneficent  activity.  This,  as  an  act  of 
mercy,  was  in  the  deepest  and  most  inward  accordance  with  the  very  causes  for 
which  the  Sabbath  had  been  ordained." — Farrar. 

THE  LESSON 

Point  of  Contact.  —  Can  you  tell  where  the  sheep  live  ? 
Who  cares  for  them?  (The  children  will  doubtless  refer  to 
the  Shepherd  Boy.  Do  not  force  the  reference,  but  if  they 
turn  to  the  story,  make  use  of  it). 

Did  the  Shepherd  Boy  care  for  his  sheep  every  day  — 
Monday,  Tuesday,  Wednesday,  Thursday,  Friday,  Saturday, 
and  Sunday? 

STORY 

One  Sabbath  morning  a  shepherd  led  his  sheep  to  the 
pasture.^  There  was  nothing  to  eat  in  the  fold,  and  the  sheep 
and  lambs  must  have  food  and  water  every  day.  That  morn- 
ing he  took  them  to  the  valley  where  the  pastures  were 
greenest,  and  where  a  stream  of  cool  water  came  down  the 
great  mountain  side,  and  went  trickling  through  the  green 
fields. 

While  the  sheep  grazed  in  the  field  the  shepherd  rested 
under  a  tree.  There  he  could  watch  the  sheep  and  he  knew 
he  would  hear  the  dogs  if  any  danger  was  near.  Beside  him 
lay  one  of  the  dogs,  and  in  his  hand  the  shepherd  held  a  reed 

1.  Use  the  blackboard.    Sketch  path,  river,  trees,  and  fold. 


THE     SABBATH 


131 


upon   which    he    played,   sometimes    songs    of    praise   to   his 
Heavenly  Father. 

All  day  the  shepherd  cared  for  the  sheep.  Once  when  a 
lamb  fell  into  the  stream,  he  ran  and,  lifting  it  out,  wrapped 
it  in  his  warm  coat.  Again,  when  another  lamb  strayed  away 
from  the  tiock,  he  brought  it  back  in  his  arms;  and  when  one 


DeCock 

"  What   man  shall  there  be  among  you,  that  shall  have  one  sheep,  and  if 

it  fall  into  a  pit  on  the  Sabbath  day,  will  he  not  lay  hold  on   it,  and 

lift  it  out?" 

Matthew  12  :  11 

of  the  old  sheep  bruised  its  leg  on  the  rocks  he  bathed  it  in 
cool  water,  and  then  bound  it  up. 

When  it  began  to  grow  dark  he  called  Ihe  sheep  to  him. 
Some  of  them  had  names,  and  each  knew  its  name.  He 
counted  them.  They  were  all  there.  He  felt  sure  they  would 
be,  for,  when  the  Sabbath  day  came,  some  way  he  was  always 
more  careful,  and  felt  like  being  even  more  gentle  with  the 
sheep    and    the    lambs.      When    he    had    called    and    counted 


132  THE      SABBATH 

them  all  he  started  toward  the  fold.  Of  course  the  sheep 
followed. 

The  shepherd  was  Walking  slowly  that  the  sheep  might 
easily  follow  when  he  heard  the  cry  of  a  lamb.  He  turned. 
His  sheep  were  all  there,  following  just  where  he  led.  He 
listened.     Again  he  heard,  the  cry  of  the  lamb. 

The  shepherd  led  his  sheep  into  a  cave  not  far  away  and, 
leaving  the  dogs  to  guard  them,  started  in  search  of  that 
lamb.  He  climbed  the  hills,  and  looked  among  the  bushes 
and  trees.  It  was  not  there,  yet  every  now  and  then  he 
could  hear  its  faint  cry.  He  hunted  among  the  rocks.  It  was 
not  there. 

Climbing  down  into  a  hollow,  among  stones  and  branches, 
he  pushed  aside  the  small  trees  that  grew  wild,  and  there  in  a 
deep  pit  that  some  time  had  been  a  great  well,  he  saw  the  wee 
lamb.  It  must  have  strayed  away  from  its  own  flock  and 
shepherd,  and  so  have  fallen  into  that  dangerous  pit. 

The  shepherd  knew  that  some  shepherd  had  lost  one  of 
his  lambs,  and  that  when  night  came  the  wild  beasts  would 
carry  it  off. 

Climbing  down  the  rough  path  he  caught  hold  of  a  strong 
limb,  and  slowly  let  himself  down  into  the  pit.  Lifting  the 
lamb  gently  he  found  it  was  not  hurt  but  frightened.  He  took 
the  lamb  in  one  arm.  With  the  other  he  pulled  himself  out 
of  the  pit.  He  went  Back  to  his  sheep  with  the  lamb  on  his 
shoulder. 

That  Sabbath  evening,  when  his  own  sheep  were  safe  in 
the  fold,  he  carried  the  lost  sheep  to  its  shepherd. 


THE      SABBATH  133 


LESSON     II 

©ne  Sabbatb  2)a^  in  Cbrlet'e  Xtfe 

The  story   shows   that  the  Christ  kept   the    Sabbath  as    a 
day  of  loving  service,  a  day  for  helping  all  whom  He  met. 

Central  Thought.  — Do  good  on  the  Sabbath  day. 

Text.— "Wherefore  it  is  lawful  to  do  good  on  the  Sabbath  day." 
Matthew  12:12.    R.  V. 

Picture.— Jesus  Preaching  from  the  Ship.     Hofmann. 

Song.— "  Church  Bells."  i 


LESSON    OUTLINE 

I.  Point  of  Contact:     The  Sabbath.     Review  "  The  Lost  Sheep." 

II.  "One  Sabbath  Day"  (in  Christ's  Life).     Mark  2:  3,  4. 

1.  Christ  healed  the  man  with  the  withered  hand. 

2.  Told  stories   (parables)  to  a  Sunday  School  class,  on  the 

lake-shore.      (See  Fan-ar's  Life  of  Christ,  Chap.  XXIII.) 

3.  Crossed  the  lake  to  find  rest — crowds  followed. 

4.  Stilled  the  storm.      And  He  awoke, —  "and  said  unto  the 

sea,  Peace,  be   still.     And   the  wind   ceased,   and   there 
was  a  great  calm."     Mark  4:  39. 


THE   LESSON 

Point    of  Contact. — What    day    is    today?     What    did    the 
shepherd  do  one  Sabbath  day? 


1.    See  Lesson  II,  under  "The  Church." 


134 


THE      SABBATH 


STORY 

One  Sabbath  morning  Jesus  went  to  church,  and  there 
talked  with  the  people,  telling  them  of  His  love  for  them,  and 
of  the  wonderful  works  of  His  Heavenly  Father. 

There  was  a   man  there  who  had  a  lame  hand,  and  Jesus 


"  Wherefore  it  is  lawful  to  do  good  on  the  Sabbath  day " 

Matthew  12  :  12.   R.  V. 

said  unto  the  man,  "  Stretch  forth  thy  hand,"  and  he  stretched 
it  forth,  and  his  hand  was  well  like  the  other. 

That  same  Sabbath  afternoon,  Jesus  and  His  helpers  went 
down  by  the  sea.  "And  a  great  multitude  .  .  .  followed." 
(Mark  3:7.)  And  He  told  His  friends  to  bring  a  little  boat 
because  of  the  crowd,  for  He  had  healed  many,  insomuch 
that  as  many  as  were  sick  came  that  they  might  touch  Him. 


THE      SABBATH  135 

"And  He  entered  into  the  boat,  and  all  the  multitude  were 
by  the  sea  on  the  land.  And  He  taught  them  many  things." 
There  on  the  shore  was  a  great  Sunday  School  class,  and  in 
the  boat  was  the  Great  Teacher,  telling  them  wonderful 
stories.  He  told  them  stories  about  the  farmer  who  sows 
the  seeds,  and  how  His  Heavenly  Father  makes  the  seeds 
grow.  He  pointed  to  the  corn  fields,  and  talked  with  them  of 
how  an  ear  of   corn  grows  from  one  tiny  kernel. 

All  the  afternoon  Jesus  talked  with  the  people,  for  He 
wanted  to  help  them.  When  evening  came  He  was  weary, 
and  He  said  to  His  helpers,  "Let  us  go  over  unto  the  other 
side  of   the  lake  that  we  may  find  rest." 

So  they  left  the  crowd  on  the  shore,  and  they  pushed  their 
boat  out  on  the  waves.  Even  then  small  boats  followed,  for 
they  did  not  want  the  Great  Teacher  to  leave  them.  But, 
when  black  clouds  began  to  appear  in  the  sky,  they  turned 
back  to  the  shore. 

Jesus,  weary,—  for  all  day  He  had  been  helping  the  people 
— lay  down  and,  with  only  a  leather  cushion  for  a  pillow, 
fell  asleep. 

As  He  slept,  a  storm  arose.  Again  and  again  the  small 
boat  was  buried  under  the  foam  of  the  waves  that  seemed  to 
burst  over  it.  The  wind  was  raging,  and  the  spray  of  the 
dashing  waves  was  falling  upon  the  Great  Teacher.  Still 
He  slept. 

The  boat  was  filling  with  water,  when  some  one  called  : 
"  Master,  we  perish  !  " 

Jesus  awoke.  He  stood  up  in  the  stern  of  the  boat  and, 
stretching  His  hand  out  over  the  sea,  said :  ''Peace,  he 
still  !  " 

The  wind  ceased.     The  waves  were  still. 

The  Sabbath  day  was  done. 


136  THE      SABBATH 

LESSON  III 

Ebe  Sabbatb  Dai^ 

The  lesson  today  is  a  summary  of  the  topics:  We  should 
be  more  Cheerful,  more  Obedient,  more  Eeady,  more  Helpful 
on  the  Sabbath  —  the  best  day  of  the  week  —  than  on  any 
other  day. 

Central  Thought.— Helping  on  Sunday. 

Text.— "It  is  lawful  to  do  good  on  the  Sabbath   day." 

PiCTURE.-The  Good  Shepherd.    Murillo.       Matthew  12:12.  R.V. 

LESSON   OUTLINE 

I.  Point  of  Contact:    The  Sabbath— today.    The  child's  gratitude. 

II.  Prayer — "Father  we  thank  Thee"— See  Lesson  III  under  "Good 
Cheer." 

III.  Review  stories,  "One  Sabbath  Day  in  Christ's  Life,"  and  "The 
Lost  Sheep." 

IV.  How  can  we  be  helpful  on  Sunday?  By  being  Cheerful,  Obe- 
dient, Ready,  and  by  coming  to  church  and  Sunday  School,  and  help- 
ing with  the  pennies. 

V.  How  can  we  help  to  make  this  (today)  the  Sabbath  the  best 
day  of  the  week  for  ourselves  and  our  friends "?  ^ 

VI.  "Take  the  Sunday  with  you  through  the  week,  and  sweeten 
with  it  all  the  other  days." 

THE  LESSON 

Point  of  Contact.— How  glad  we  all  are  to  be  here!  Shall 
we  clap  softly  because  we  are  so  glad  we  are  here?  (Clap 
the  hands  to  soft  music) . 

1.  Let  the  children  suggest  ways.  The  teacher  can  help  them  in  their  suggestions,  or  mon- 
tion  some  act  of  loving  service  to  be  carried  out   by  tlie  class. 


THE      SABBATH 


137 


Let  us  sing  our  Welcome  song,  the  one  that  says  "Our 
hearts  are  so  happy  because  we  are  here."  (See  song  with 
Lesson  II,  under  "Ready"). 

What  shall  we  thank  the  Father  for  today?  (Lead  the 
children  to  mention  the  "Church"  and  the  "Sabbath"  and  let 
them  tell  why  they 
are  grateful  for  them) . 
"Thank  You"  Prayer. 
(See  Lesson  III,  under 
^'Good  Cheer".) 

^Yliat  did  the  Shep- 
herd do  one  Sabbath 
Day?  (Let  the  chil- 
dren tell).  Yes,  he 
was  more  kind  and 
gentle  that  Day  than 
any  day  in  the  week. 
What  did  Jesus  do 
one  Sabbath  Day  ? 
Did  He  go  to  church? 
To  Sunday  School  ? 
His  class  was  out  of 
doors,  down  by  the 
sea. 

Was  He  "Ready" 
to  help  the  sick  man 
that  Sabbath  Day  ? 
Perhaps   more  "Ready"  that  Day  than  any  day  in   the  week. 

The  Sabbath  is  the  best  day  of  the  week.  Then  father  is 
home  with  mother  and  the  children.  Then  we  hear  the  won- 
derful stories  of  Jesus.  Then  we  have  Sunday  School.  Then 
we  can  be  even  more  loving  and  helpful  than  on  any  day  in 
the  week. 


Murillo 

"  It  is  lawful  to  do  good  on  the  Sabbath  day  " 

Matthew  12  :  12.   R.  V. 


138  THE      SABBATH 

How  can  we  help  father  and  mother,  so  that  it  will  be  the 
best  day  for  them  I     brother  and  sister  ? 

STORY 

I  know  of  a  girl  who,  I  am  sure,  helped  to  make  the  Sab- 
bath the  best  day  of  the  week  in  her  home.  Her  name  was 
Miriam. 

I  know  of  two  boys  who  were  fishermen.  I  think  they 
made  the  Sabbath  the  best  day  in  their  home. 

I  know  of  a  traveler  (the  Good  Samaritan)  who  would 
make  the  Sabbath  the  best  day  for  some  one,  wherever  he 
was. 

(Here  make  use  of  the  stories  that  have  been  of  most 
help  to  your  class.  If  there  is  time,  and  the  children  ask  for 
one  of  the  old  stories,  tell  it  again  briefly). 

At  the  close,  plan  some  act  of  loving  service  that  will  make 
the  Sabbath  ('today)  the  best  day  of  the  week  for  some  one. 

Let  the  children  take  part  in  carrying  out  the  plan.^ 


1.  The  picture  shows  a  shepherd  hoy  who  took  good  care  of  his  sheep  every  day,  Sundays 
and  all.  Can  we  he  like  shepherds  in  the  home  ?  How  9  Can  we  help  one  of  the  flock  who  is 
sick,  or  alone? 


Ifg^^S^ 


J^ 


%ovinQ  Care 

AUTUMN    SEASON 

"A  new  commandment    I   give  unto    you,    That  ye   love  one 
another  as  I  have  loved  you." — John  13  :  34. 

"He  eareth  for  you." — I.  Peter  5:7. 

(HIS  topic  is  given  for  the  following  reasons  : 

I.  Nature's  attitude  in  the  Autumn  is  one  of 
"Loving  Care." 

II.  To    lead    the    child    to    appreciate    more 
fully  the  Loving  Care  of  his  mother  and  father. 

"On  the  moral  side,  elementary  education  is  connected  with 
the  home,  for  its  chief  methods  are  to  be  found  in  the  do- 
mestic affections,  those  natural  and  instructive  elements  that 
have  been  implanted  by  God  in  humanity,  as  the  eternal  start- 
ing points  of  faith   and  love;  or,  in  other  words,  of  morality 

and   religion." — Pestalozzi,  in  My  Ideas  of  Elementary  Education. 

III.  To  induce  the  child  to  show  his  love  for  mother  and 
father  by  his  care  for  them. 

IV.  To  cause  the  child  to  see  and  feel  that  the  care  of  the 
Heavenly  Father  is  "around  about"  him  at  all  times. 

V.  To  bring  before  the  children  the  Loving  Care  of  the 
Christ  for  them  (the  children). 

"And  He  took  them  (the  children)  up  in  his  arms,  put  his 
hands  upon  them,  and  blessed  them."     MarkiO:  16. 

"He  eareth  for  you."     i  Peter,  5:  7. 

"  Loving  Care"  will  be  presented  in  a  series  of  nine  lessons : 

Lesson  I.  The  Loving  Care  of  the  mother — Hannah's  care 
for  Samuel.     See  Outline  for  Lesson  I. 

(139) 


140  LOVING     CARE 

"Even  the  thought  of  the  love  of  the  Creator  grows  grad- 
ually in  the  mind  of  a  child  who  sees  the  loving  attention  of 
the  mother  birds,  and  recognizes  through  this  the  loving  kind- 
ness of  his  own  mother.  There  is  a  progressive  sequence  in 
the   recognition  of  the  love  of   bird  and   domestic    animal,  of 

mother,     and     of     God." — FroheVs    Educational    Laws  — James    L.   Hughes, 
page  185. 

"If   there    is    aught    surpassing   human    deed,  or   word,  or 

thought,  it   is    a   mother's    love." — Marchioness  de  Spadar a. 

"Nature's  loving  proxy,  the  watchful  mother." — Buiwer  Lytton. 

Lesson  II.  The  Loving  Care  of  the  father.  The  Prodigal 
Son.  "But  when  he  was  yet  a  great  way  off,  his  father  saw  him, 
.  .  .  and  ran,  and  fell  on  his  neck,  and  kissed  him."  Luke  15:  20. 

Lesson  III.  The  Loving  Care  of  the  child  for  his  parents. 
Joseph  in  Egypt.  "Haste  ye,  and  go  up  to  my  father,  and 
say  unto  him.  Thus  saith  thy  son  Joseph,  .  .  .  Come  down 
unto  me,  .  .  .  And  thou  shalt  dwell  in  the  land  .  .  .  ,  and 
thou  shalt  be  near  unto  me,  thou  and  thy  children  .  .  .  , 
and  thy  flocks,  .  .  .  And  there  will  I  nourish  thee."  Genesis  45: 
9,  10,  11. 

"Next  to  God  thy  parents." — WiiUam  Penn. 

Lesson  IV.    The  Care  of  the   Christ  for  His  mother. 

"When  Jesus  therefore  saw  His  mother,  and  the  disciple 
standing  by  whom  he  loved,  He  saith  unto  his  mother: 
Woman,  behold  thy  son !  Then  saith  he  to  the  disciple: 
Behold  thy  mother.  And  from  that  hour  that  disciple  took 
her  unto  his  own  home."^     John  i9:  26,  27. 

Lesson  V.  The  Heavenly  Father's  care  over  every  living 
creature,  as  seen  about  us  in  the  Autumn.  Development  lesson 
from   Nature. 

"Go  forth  unto  the  open  sky. 
And  list  to  Nature's  teachings." 

— Bryant. 

1.  In  this  story  the  cruel  death  of  the  Christ  is  not  pictured.  See  Story  Outline  for 
Lesson  IV. 


LOVING     CARE 


141 


Lesson  VI.  "Ruth  the  Gleaner."  The  Father's  care  for 
us  in  the  Autumn  — clothes,  shelter,  food  —  harvest.  "He 
careth  for  you." 

Lesson  VIL  The  Father's  care  for  His  children  at  all 
times  — "Jacob's  Dream."    "Lo,  I  am  with  you  alway."    Matthew 

28:  20. 

Lesson  VHI.  The  Father's  care  for  His  children.  The 
Children  of  Israel.     Moses  smiting  the  Rock. 

"He  (Moses)  opened  the  rock,  and  the  waters  gushed  out." 

Psalm  105:  41. 

Lesson  IX.    Christ's  Loving  Care  over  the  children. 
"Christ  Blessing  Little  Children."  ^ 


1.    "For  I  have  given  you  an  example,  that  ye    should  do  as  I  have  done  to  you." — John  13:15. 


f. 


WV^r 


^ 


142  LOVING     CAKE 

LESSON  I 

Z\)c   Cbtib   Samuel 

"  No  language  can  express  the  power,  and  beauty,  and 
heroism  of  a  mother's  care." — cimpin. 

Central  Thought,— The  mother's  loving  care  for  her  child. 

Text.— "His  mother  made  him  a  little  coat,  and  brought  it  to 
him  from  year  to  year."     I  Samviel  2  :19. 

Picture.— Infant  Samuel.     Sir  Joshua  Reynolds. 

LESSON  OUTLINE 

I.  Point  of  Contact :     Mothers. 

II.  Hannah's  Prayer — Samuel,  a  Gift  from  God. 

III.  Hannah's  Gratitude. 

IV.  The  Temple.  Eh.  Samuel's  Work  in  the  Temple.  I  Samuel  1:7-28. 
2:1-20. 

V.  Hannah's  care  over  Samuel  all  the  years. 

"His  mother  made  him  a  little  coat,  and  brought  it  to  him  from  year 
to  year." 

THE  LESSON 

Point  of  Contact. — What  is  mother  doing  these  days?  Can- 
ning fruits  and  vegetables,  and  getting  the  winter  clothes 
ready !  How  many  things  she  does  for  the  children  —  gets 
them  good  things  to  eat,  makes  their  warm  clothes,  tells' them 
stories  ;  all  day  she  works  that  the  children  may  be  strong 
and  happy. 

Who  has  a  baby  brother  or  sister  at  home? 

Mother  not  only  makes  your  warm  clothes,  but  she  takes 
care  of  brother  and  sister,  too. 


LOVING     CARE 


143 


STORY 


Away  up  in  the  hills  was  a  little  home.  There  were  no 
children  in  that  home.  The  woman  who  lived  there  did  not 
have  any  baby  to  rock  to  sleep,  nor  any  small  stockings  to 
mend.     And  she  was  lonely. 

Once  every  year 
Hannah— for  that  was 
her  name  —  went  with 
her  friends  up  to  the 
city  and  the  temple 
to  thank  the  Heavenly 
Father  for  His  care, 
to  praise  Him,  and 
to  bring  gifts,  as  we 
bring  our  pennies. 

One  evening  Han- 
nah went  alone  to  the 
temple.  She  was 
lonely,  and  wanted  to 
talk  with  the  Father. 
She  knelt  there  alone. 
A  long  time  she  talked 
with  the  Father.  She 
thanked  Him  for  His 
care,  and  for  "  rest 
and  food."  She  asked 
Him  for  the  things 
she  most  wanted. 
When   Hannah    went 

back  to  her  friends,  they  knew  by  the    glad  light  in  her  eyes 
she  had  talked  with  the  Father. 

The   next  year  Hannah  did  not  come  to  the  temple  ;    nor 


Str   'Josnua  Keyuu/as 

"  His  mother  made  him  a  little  coat,  and  brought  it  to 

him  from  year  to  year " 

I  Samuel  2  :  19 


144  LOVING      CAKE 

the  next.  When  she  did  come  again  she  rode  on  a  beast, 
and  her  husband  walked  beside  her.  Now  she  carried  in  her 
arms  a  baby  boy. 

It  was  because  of  that  baby  boy  that  Hannah  did  not  go 
to  the  temple  before.  He  was  too  young  to  carry,  and  so  she 
stayed  at  home  with  him. 

Now  he  was  more  than  a  baby,  he  was  a  boy  about  the 
size  of   (name  a  four-  or  five-year-old  boy  of  the  class). 

Hannah  had  taken  such  good  care  of  him  he  was  a  strong, 
healthy  boy.  Often,  as  they  sat  by  the  fire,  she  had  told  him 
stories  of  the  Heavenly  Father.  Perhaps  she  had  told  him 
the  stories  of  Miriam,  and  Joseph,  and  others  that  you  have 
heard  here. 

And  now  she  was  taking  him  up  to  the  temple.  When 
they  reached  the  temple,  Hannah,  with  the  boy  by  her  side, 
knelt  there  again,  and  talked  with  the  Father. 

And  Hannah  left  the  boy  there  with  friends  in  the  temple. 
She  knew  how  many  things  a  boy  five  years  old  can  do  to 
help,  and  much  as  she  loved  him,  she  left  him  there  to  help 
in  the  temple,  for  she  thought  he  could  do  more  there  for  the 
Heavenly  Father  than  in  the  little  home  among  the  hills. 

Thus  the  boy  lived  in  the  temple.     His  work  was  to  close 
the  doors,  and  keep  the  lamp  burning.      "And  the  child  .   .   . 
grew  on,   and  was  in  favour    both  with  the    Lord,   and   also 
with  men." 

In  the  little  home  Hannah  thought  of  her  boy.  She  asked 
the  Father  to  care  for  him,  and  she  counted  the  days  till  it 
would  be  time  to  go  to  the  temple  to  see  him  again.  There 
in  the  home  she  worked:  stitch,  stitch,  stitch, — making  a  little 
coat  to  take  to  him.  And  she  carried  the  coat  all  the  way  to 
the  temple. 

Once  every  year  she  took  the  long  journey  to  the  temple, 
and   every   year    she    brought   him   the   coat   she    had   made. 


LOVING     CAKE 


145 


"  His  mother  made  him  a  little  coat,  and  brought  it  to  him 
from  year  to  year." 

The  boy  liked  that  coat  best  of  all.  He  liked  it  so  much 
that,  as  long  as  he  lived,  he  wore  a  coat  like  those  his  mother 
had  made. 

The  sons  "Thanks  for  Daily  Blessings,"  page  3,  Song  Stories  for  the  Sunday 
School  can  be  used. 


1.    Tlie  picture  shows   Samuel  praying  in   the  temple. 


146  LOVING     CAKE 

LESSON     II 

"There  is  no  friendship,  no  love,  like  that  of  the  parent  for 

the  child." — Henry  Ward  Beecher. 

"Pure,  human,  parental,  and  filial  relations  are  the  key,  the 
first  condition,  of  that  heavenly,  divine,  fatherly,  and  filial 
relation    and     life    of    a    genuine    Christian    in    thought    and 

action." — FrobeVs  Education  of  Man,  page  144. 

Central  Thought.— The  father's  loving  care  for  his  child. 

Text.  — "But  when  he  was  yet  a  great  w^ay  off,  his  father 
saw  him,  .  .  .  and  ran,  and    fell   on   his   neck,  and  kissed  him." 

Picture. -The  Prodigal  Son.     Mohtor.  ^"^^  15:20. 

LESSON   OUTLINE 

I.  Point  of  Contact :     Fathers. 

II.  Two  brothers  —  the  Prodigal  Son,  and  the  Older  Brother; 
their  home  life,  the  father's  care.  "  And  he  (their  father)  divided 
unto   them   his   living."     Luke  15:  12. 

III.  The  younger  brother  leaves  home  ;  his  life  in  a  far  country. 
Luke  15: 13. 

IV.  "I  will  arise  and  go  to  my  father." 

V.  The  return. 

Note. — "Where,  in  the  entire  range  of  human  literature,  sacred  or  profane,  can 
anything  be  found  so  terse,  so  luminous,  so  full  of  infinite  tenderness,  so  faithful 
in  the  picture  which  it  furnishes,  ...  as  this  little  story  .  .  .  with  its  never-to-be 
equaled  climax,  which,  like  a  sweet  voice  from  heaven,  has  touched  so  many  millions 
of  hearts  to  penitence  and  tears  ?  'And  he  ai'ose,  and  came  to  his  father.  But 
when  he  was  yet  a  great  way  off,  his  father  saw  him,  and  had  compassion,  and  ran, 
and  fell  on  his  neck,  and  kissod  him,'" — Farrar. 


LOVING     CARE  147 

THE  LESSON 

Point  of  Contact. — In  the  home  next  to  mine  lives  a  small 
boy.  Every  morning  a  horse  is  driven  up  to  the  door.  The 
boy  comes  out  with  a  man,  and  they  drive  off  down  town  to- 
gether.^ But  the  boy  is  soon  back,  and  he  goes  to  school. 
Who  do  you  think  the  man  is  ?     And  where  do  they  go  ? 

Yes,  it  is  the  boy's  father,  and  the  boy  takes  him  down 
to  his  office.  There  he  must  work  all  day  long.  How  many 
girls  and  boys  here  have  a  father  who  goes  to  work  every 
morning  ? 

Wliy  does  father  work  hard  every  day  ?  So  that  you  may 
have  warm  clothes  and  plenty  to  eat,  a  comfortable  home,  with 
books  for  school,  and  everything,  even  playthings,  to  make 
you  happy. 2 

Do  you  think  father  loves  you,  to  work  so  hard  that  you 
may  have  all  these  things  ? 

STORY 

I  know  of  a  father  who  had  two  boys.  For  long  years 
that  father  had  worked  that  his  boys  might  have  a  good 
home,  with  warm  clothes,  food  to  eat,  and  many  other  things 
to  make  them   happy. 

But  one  of  those  boys,  when  he  grew  to  be  older,  wanted 
to  leave  the  home,  with  its  great  house  and  gardens,  its  ser- 
vants, its  fields  of  grain,  its  flocks  of  sheep  and  herds  of 
cattle,  his  brother,  and  his  kind,  loving  father. 

He  wanted  to  go  to  a  far-away  country  where  he  could  do 
whatever  he  liked.  He  told  his  father  about  it,  and  the  old 
father  was  sad.     But  the  father  loved  the  boy  so  dearly  that 


1.  The  teacher  can  substitute  a  similar  experience. 

2.  Let    the  children    tell    of    the  many   comforts    father  supplies.      Help    them    to    realize    his 
loving  care  for  them. 


148 


LOVING     CARE 


he  gave  him  the  money  which  he  had  asked  for,  and  the  boy 
went  away.  The  father  watched  until  he  was  far  out  of  sight, 
and  then  he  was  lonely  and  sad. 

Every  day  the  father  thought  of  that  boy,  and  when  even- 
ing came  he  asked  the  Heavenly  Father  to  care  for  him 
wherever  he  was.     But  no  word  came  from  the  boy.      Every 


"  But  when  he  was  yet  a  great  way  off,  his  father  saw  him,  .  .  . 

ran,  and  fell  on  his  neck,  and  kissed  him  " 

Luke  15  :  20 


and 


day  the  father  watched,  thinking  the  boy  might  come  back. 
But  the  boy  did  not  come.  So  many  days  he  had  watched 
that,  at  last,  the  old  father  feared  that  he  was  dead. 

Where  was  the  boy?  In  a  far-away  land  among  strangers. 
Since  he  left  his  home  he  had  not  always  done  right.  He 
had  spent  all  his  money,  and  now  there  was  no  friend  to  help 
him. 


LOVING     CAllE  149 

In  a  far-away  land,  without  any  friends,  he  was  alone  in 
the  field.  There  he  had  worked  until  he  was  weary.  He  had 
a  hard  master,  who  did  not  even  give  him  enough  to  eat.  His 
warm  clothes  were  gone.  He  was  cold;  he  was  hungry;  he 
was  alone!  He  had  often  eaten  the  fruit  from  the  trees;  but 
now  there  was  no  fruit,  only  dry  pods,  and  the  boy  must  eat 
these  or  starve. 

He  thought  of  his  home,  and  of  the  servants  there,  who 
had  enough  and  to  spare,  while  he  was  hungry  and  cold. 

And  the  boy  said:  "I  will  arise,  and  go  to  my  father,  I  will 
tell  him  I  have  done  wrong"— how  he  wished  he  had  sent 
the  old  father  some  word — "and  am  not  worthy  to  be  called 
his  boy  any  more.  But  I  will  ask  him  to  take  me  back,  and 
let  me  work  as  one  of  his  servants." 

The  boy  went.  He  wondered  if  his  father  was  still  there, 
and  if  he  would  let  him  come  home. 

And  "when  he  was  yet  a  great  way  off  his  father  saw  him, 
and  ran,  and  fell  on  his  neck,  and  kissed  him."  And  the  father 
said  to  his  servants  :  "Bring  forth  quickly  the  best  robe,  and 
put  it  on  him;  and  bring  the  fatted  calf,  and  kill  it,  and  let 
us  eat  and  make  merry;  for  this,  my  son,  who  I  feared  was 
dead  is  alive,  was  lost,  and  is  found."  And  they  began  to 
make  merry. 


150  LOVING     CARE 


LESSON    III 

3o0epb  in  lea^Pt 

We  have  seen  the  loving  care  of  the  parent  for  the  child. 
Today  the  story  is  of  a  boy,  whose  care  for  his  old  father  was 
the  best  proof  of  his  love  for  him. 

Central  Thought.— Loving  care  of  the  child  for  his  parent. 

Text.— "Haste  ye,  and  go  to  my  father,  and  say  unto  him, 
Thus  saith  thy  son  Joseph,  .  .  .  Come  down  unto  me,  .  .  .  and 
thou  Shalt  dwell  in  the  land,  .  .  .  and  thou  shalt  be  near  unto  me, 
thou,  and  thy  children,  .  .  .  and  thy  flocks,  .  .  .  and  there  will  I 
nourish  thee."     Genesis  45  :  9,  10,  11. 

Picture,— A  Caravan. 


LESSON  OUTLINE 

I.  Point  of  Contact :     Home. 

II.  Joseph  and  his  brothers  —  Joseph  in  Egypt  —  the  father  and 
brothers  in  Canaan. 

III.  Joseph's  brothers  come  to  Egypt  for  corn. 

IV.  Joseph  sends  for  his  father. 

V.  Jacob  comes  to  Egypt.     Joseph's  care  for  him. 

,  "  Remember  that  the  family,  the  crown  of  all  higher  life,  is  the 
creation   of   God." — Henry  Drummond. 

THE   LESSON 

Point  of  Contact. — Let  me  see  the  hands  of  every  girl  and 
boy  who  has  a  home.     Who  lives  in  your  home  ? 


LOVING      CAllE 


151 


STORY 


In  the  King's  palace  lived  Joseph.  In  a  far-away  land 
lived  his  old  father. 

Joseph's  home  was  the  King's  royal  house.  His  old 
father's  home  was  a  plain  house,  or  hut,  in   a  country  where 


"  Haste  ye,  and  go  to  my  father,  and  say  unto  him.  Thus  saith  thy  son 
Joseph,  .  .  •  Come  down  unto  me,  .  .  .  and  thou  shalt  dwell  in  the 
land, ,  .  .  and  thou  shalt  be  near  unto  me,  thou,  and  thy  children,  .  ,  . 

and  thy  flocks,  .  .  .  and  there  will  I  nourish  thee  " 

Genesis  45  :  9,  10,  11 

there  was  no  pasture  for  the  sheep,  and  no  food  for  the 
people. 

Joseph  wore  royal  robes  of  purple  and  linen.  He  had 
servants,  gardens,  great  flocks  of  sheep,  grain,  and  gold 
stored  away.     His  old  father  had  almost  nothing. 

In   the   land   where   he   lived   there   had  been   no    rain   for 


152  LOVING     CARE 

days  and  days,  and  so  there  was  no  grass  for  the  sheep,  and 
no  food  for  the  people. 

The  old  father,  who  did  not  know  where  Joseph  was,  for 
he  thought  him  lost  like  the  boy  in  last  Sunday's  story,  sent 
his  other  boys  all  the  way  to  the  King's  country,  and  to  the 
palace  to  buy  grain  for  the  flocks,  and  to  make  into  bread. 

When  Joseph  saw  his  brothers,  and  heard  their  sad  story 
—  can  any  one  tell  me  what  happened?  (If  the  children  are 
familiar  with  the  old  story  let  them  tell  it).  He  gave  them 
the  grain  as  a  gift,  for  they  found  the  money  they  had  paid 
him  tied  in  the  top  of  the  bags . 

And  he  said  to  them :  "  Haste  ye  and  go  to  my  father, 
and  say  unto  him.  Thus  saith  thy  son  Joseph  .  .  .  come 
down  unto  me,  tarry  not:  And  thou  shalt  dwell  in  the  land 
.  .  .  and  thou  shalt  be  near  unto  me,  thou,  and  thy  chil- 
dren, .  .  .  and  thy  flocks,  and  thy  herds,  and  all  that 
thou  hast:  And  there  will  I  nourish  thee." 

The  King  gave  Joseph  beasts  of  burden  to  send  to  his 
father  to  bring  his  goods  on,  and  bread  and  meat  to  eat  on 
the  journey. 

Besides  these  Joseph  sent  rich  gifts  to  his  father. 

When  the  old  father  heard  that  Joseph  was  alive  and  in 
the  King's  palace  —  when  he  saw  what  he  had  sent  him,  and 
the  brothers  told  him  all  Joseph  had  said,  the  old  father 
wept  — wept  because  he  was  so  glad,  and  would  soon  see 
his  boy. 

So  the  old  father  started,  taking  with  him  his  children,  his 
flocks,  and  all  that  they  had.  It  made  a  caravan  like  the  one 
we  see  in  the  picture. 

"And  Joseph  made  ready  his  chariot,  and  went  up  to 
meet  .  .  .  his  father,  .  .  .  and  presented  himself  unto  him; 
and  he  fell  on  his  neck,  and  wept  on  his  neck  a  good  while." 

Then   Joseph   took    his   father   to   the    palace   and   to   the 


LOVING     CARE  153 

King.  The  King  talked  with  the  old  man,  and  he  liked 
him  —  liked  him  so  much  that  he  gave  him  a  home  in  the 
land. 

Now  Joseph's  father  had  pastm*e- lands  for  his  sheep,  the 
best  in  the  King's  country.  Now  he  had  a  fine  home,  and 
all  the  good  things  Joseph  could  give  him.  Best  of  all,  his 
home  was  near  Joseph's. 

Here  the  old  father  lived  for  long  years  —  all  the  rest  of 
his  life. 

Here,  with  Joseph  beside  him,  he  died. 


154:  LOVING     CAKE 

LESSON  IV 

^be  Cbriet 

"Even  He  that  died  for  us  upon  the  cross,  in  the  last 
hour,  was  mindful  of  His  mother,  as  if  to  teach  us  that  this 
holy  love  should  be  our  last  worldly  thought  —  the  last  point 
of  earth  from  which  the  soul  should  take  its  flight  for  heaven." 

— Henry  W.  Longfellow. 

Central  Thought  — The  Christ's  loving  care  for  His  mother. 

Text.-"  Behold  thy  mother."     John  19  :  27. 

Picture.— Christ  takes  leave  of  His  mother.     Plockhorst. 

LESSON  OUTLINE 

I.  Point  of  Contact :  The  family — loving  care  of  the  mother — 
helpfulness  of  the  child. 

"  The  comprehension  of  the  purely  spiritual  human  relations,  of 
the  truly  parental  and  filial  relations,  furnishes  the  only  key  for  the 
recognition  and  apprehension  of  the  relations  of  God  to  man,  and  of 
man  to  God." — From  FrdheVs  Education  of  Man,  page  145. 

n.    The  Christ — His  boyhood  life  at  Nazareth. 

"He  was  subject  unto  them"  (His  parents). 

in.  The  Christ  leaves  home  ;  the  reason  :  "  I  must  be  about  my 
father's  business  J'     His  life  of  loving  care  for  others.  • 

IV.  His  loving  care  for  His  mother  to  the  last. 

"  Behold  thy  mother."     John  19:  27. 

THE  LESSON 

Point  of  Contact. — Have  you  seen  any  one  this  week,  any 
girl  or  boy,  who  helped  father  like  the  boy  in  our  story  lest 


LOVING     CAEE  155 

Sunday  —  who  told  father  how  much  he  loved  him  by  being 
thoughtful  and  helpful? 

Any  one  who  helped  mother,  too? 

STORY 

In  a  far-away  land  stood  a  small  home  —  a  little  white 
hut,  with  a  flat  roof,  and  only  one  door.  (Shall  we  make  a 
flat -roofed  house  with  our  hands?  i) 

It  had  only  one  room.  There  the  family  of  father, 
mother,  and  children,  cooked,  ate,  and  slept.  At  one  side  of 
the  room,  or  in  the  shed  at  the  end,  was  a  low  block,  upon 
which  lay  the  father's  tools  —  for  he  was  a  carpenter.  Beside 
it  were  a  box  of  nails,  a  pile  of  boards,  and  the  chest  he 
was  making,  or  the  yoke  he  was  fixing. 

Outside  the  door  was  a  flight  of  steep  stairs  that  led  to 
the  flat  roof,  where  grew  a  few  flowers,  and  where  the  family 
worked  through  the  hot  summer  days,  and  slept  through  the 
warm  nights. 

Early  in  the  morning  the  mother  arose  and,  with  one  of 
her  girls,  sat  down  in  the  open  doorway,  with  a  small  mill 
between  them,  to  grind  the  flour  for  the  bread.  The  father 
went  to  his  carpenter's  bench,  and  one  of  the  boys  — the 
oldest  — took  His  mother's  pitcher  and  went  down  to  the 
village  spring  to  bring  her  the  water.  When  He  came  back 
perhaps  He  helped  Joseph,  the  father,  put  up  the  tools,  and 
then  He  would  spread  the  low  table  for  the  morning  meal  — 
helping  His  mother  again. 

Always  His  hands  were  washed  before  He  sat  down,  and 
He  was  in  His  place,  ready.  All  the  girls  and  boys  in  that 
home  loved  the  mother  and  father ;  but  the  oldest  boy 
seemed  the  most  helpful. 

When  He  played  with  the  girls  and  boys  in  that  home,  or 

1.    Draw  flat-roofed  hut  on  the  blackboard. 


156 


LOVING     CAKE 


with  the  village  children,  He  was  gentle  and  kind.  Perhaps 
it  was  because  He  often  went,  alone,  up  to  the  hills,  and 
there  knelt  and  prayed  to  His  Heavenly  Father,  asking  the 
Father  to  help  Him  "grow  more  loving  every  day."  At 
school  the  children  all  loved  Him,  for  He  was  not  only  ready 

with  His  lessons,  but 
glad  to  help  others. 
And  when  school  was 
over  he  went  back  to 
the  little  white  hut, 
where  He  knew  His 
mother  was  busy,  with 
so  much  to  do,  so 
many  children  to  care 
for,  and  where,  per- 
haps. He  could  help. 
Days  came  and 
went,  and  the  boy 
grew  older  and  strong- 
er. Now,  when  His 
mother  sat  down  be- 
side Him,  on  the  roof 
warm  summer  even- 
ings, when  she  told 
Him  the  stories  of 
His  great  grandfather, 
the  shepherd  boy, 
David,  and  of  Joseph 
—  who  sent  for  his 
old  father  to  come  to  the  King's  land  — the  boy  asked  her 
questions,  and  together  they  talked  of  His  Heavenly  Father. 

Every  day  the  boy  was  more   loving  and  helpful.     Every 
day  he  was  stronger,  for  "He  increased  in  wisdom  and  stature." 


"Behold  thy  mother" 

John  19  :  27 


LOVING     CARE  157 

Now  He  often  went  to  help  Joseph  in  building  a  hut,  or  a  shed; 
and  one  day  he  went  all  alone  with  his  own  box  of  tools. 
Then  they  called  Him  "The  Carpenter's  Son."  Day  after  day 
he  worked,  putting  on  a  board  wherever  a  board  was  needed, 
and  at  evening  returned  with  the  money  to  buy  food  for  the 
mother  and  children. 

But  there  came  a  day  when  he  said:  "I  must  give  up  my 
carpenter  work  —  others  can  do  that  — I  must  go  out  to  tell 
all  whom  I  meet  of  the  love  of   my  Heavenly  Father." 

So  He  left  the  little  white  hut  among  the  hills,  left  the  home 
and  the  mother  —  much  as  He  loved  her — to  go  to  help  others. 

From  country  to  country,  and  from  city  to  city.  He  went, 
making  the  blind  to  see,  the  deaf  to  hear,  taking  the  children 
in  His  arms  to  bless  them,  and  telling  all  of  the  love  of  His 
Heavenly  Father. 

But  all  these  days  He   still  remembered  His  mother. 

When  cruel  men  took  Him  away  from  His  friends,  and 
when  He  was  leaving  this  world  to  go  to  the  Father,  still  He 
remembered  His  mother. 

Just  as  He  was  going  away  she  was  standing  near  Him, 
and  beside  her  a  dear  friend  of  His. 

All  the  people  about  were  feeling  so  sad  because  Jesus 
was  going  away.  But  Jesus  was  thinking  about  His  mother. 
He  saw  her  there.  He  knew  how  she  had  loved  Him  when 
they  lived  in  the  little  white  hut  and  all  the  days  since.  He 
knew  how  lonely  she  would  be  when  He  was  gone. 

He  turned  and  spoke  with  her.  He  told  her  how  much  He 
loved  her.  Then  He  spoke  with  the  friend.  He  told  the 
friend  He  was  going  away,  and  asked  him  to  care  for  that 
mother,  even  as  He  had. 

And  the  friend  took  her  to  his  own  home,  and  cared  for 
her  there  as   long  as   she   lived. 

Note. — The  picture  today  shows  Jesus  leaving  His  mother  to  go  to  tell  others 
of  His  Heavenly  Father. 


158  LOVING     CAEE 


LESSON   V 

JLbc  lfatbcr'0  Care  over  Bature 

Today  we  have  a  lesson  showing  the  Heavenly  Father's 
care  over  His  creatures  in  Autumn :  bees,  birds,  squirrels, 
frogs,  leaves,  and  seeds. 

Central  Thought.— The  Father's  care  over  Nature  as  seen  in 
the  Autumn. 

Text.— "He  careth  for  you."     I  Peter  5:  7. 

Picture. —Little  Freehold.     S.  J.  Carter. 

Song.  — "God's  Care  of  All  Things, "^  or  "Good  Morning  Song." 

LESSON   OUTLINE 

I.  Point  of  Contact  :  Leaves,  seeds,  cocoons,  and  coal  brought 
into  class. 

n.  The  "Interdependence"  of  Nature  upon  Nature  in  the  animal, 
vegetable,  and  mineral  kingdoms. 

The  Father's  care  as  seen  in  these  things. 

"I  will  praise  thee,  for  .  .  .  marvelous  are  thy  works."  Psalm 
139  :  14. 

III.  Prayer — "Father  we  thank  thee." 

IV.  Song— "God's  Care  of  all  Things." 

THE  LESSON 

Point  of  Contact.— Hold  up  a  piece  of  coal.  Who  can  tell 
me  what  this  is  ?  What  will  we  do  with  it  in  the  cold  days 
that  are  coming  1 

1.    From  Song  Stories  for  the  Sunday  School,  page  2. 


LOVING     CARE  159 

Tears  ago  an  old  tree  in  the  forest  fell.  The  Autumn 
leaves  covered  it  over.  Then  the  rain  came,  and  the  earth  was 
so  damp  that  the  log  and  its  log-friends,  sank  down,  down, 
down.  Every  year  they  went  deeper,  and  last  Summer  when 
the  miners  were  digging  just  where  the  forest  trees  used  to 
be,  down  deep  in  the  ground,  they  struck  a  great  mine  of 
coal.     It  was  the  old  logs  turned  to  coal. 

The  leaves  and  rain  helped  the  logs. 

Can  you  tell  me  what  will  help  the  seeds  when  the  cold 
days  come  ? 

And  what  keeps  the  butterflies  warm  ?     (Show  a  cocoon). 

Wliere  are  the  bees  and  the  birds? 

Will  the  horses  be  cold,  and  your  big  family  cat  ? 

The  Father  is  taking  care  of  them  all.  The  squirrels, 
where  are  they  ?  What  will  they  eat  ?  Would  you  like  to 
hear  about  a  family  of  squirrels  that  are  readij  for  winter  f 

STORY  ^ 

All  ready,  with  a  new  suit  of  the  softest  gray  fur,  and 
ear-caps  to  match,  with  a  house  that  has  not  a  crack  for  the 
North  Wind  to  steal  through,  a  cupboard  packed  full  of  all 
sorts  of  good  things  to  eat,  a  comfortable  bed,  and  plenty  of 
bed  clothes. 

Who  is  it  ? 

Look !  There  he  goes  now.  Did  you  see  him  ?  He  ran 
like  a  flash  along  the  top -rail  of  that  fence,  then  he  leaped 
to  the  ground,  and  scampered  off  toward  the  beech  trees. 

Hear  him  chatter  and  whistle.  No  wonder  he  feels  so 
fine.  His  winter  stores  are  all  in,  and  his  mate  and  everyone 
of  their  five   children  have  warm  suits   like  his   own. 


1.    From  The  Favorite,  by  courtesy  of  the  Juvenile  Literature  Co.,  (Hyde  Park,  Mass.,)  owners 
of  the  copyright. 


160 


LOVING     CAEE 


He  is  taking  his  last  run  through  the  forest,  leaping  over 
the  ground,  jumping  from  branch  to  branch,  from  tree  to 
tree,  calling  now  to  a  friend  whom  he  passes,  "Catch  me  if 
you  can,"  and  then  whistling  back,  "Winter  is  here  ;  I  am  off 
to  my  burrow ;    good-bye  until  Spring." 

Down  the  tree  trunk  he  goes  and,  if  your  two  eyes  are 
sharp,  you  will   see  the  end  of  his   bushy  tail  disappear  in  a 

hole  near  the  root. 

If  you  could  only 
follow  that  ground 
squirrel !  If  you  could 
follow  him  into  his 
house,  you  would  not 
wonder  he  had  been 
busy  this  fall.  In  fact, 
he  could  hardly  tell 
you,  himself,  all  the 
wonderful  things  he 
has  done. 

He  has  done  them 
so  quickly,  and  drop- 
ped in  so  many  frolics 
between,  he  hardly 
knew  he  had  been 
working  at  all,  until 
last  night  when  he 
looked  into  his  cup- 
board. 

Such  a  cupboard  ! 
He  chattered  and  whistled  and  chased  his  tail  around  the 
room  many  times  when  he  opened  the  door,  and  saw 
all  the  good  things  piled  up  on  the  shelves.  Mrs.  Squirrel 
came    bounding    into    the    room,  and   then,  with  a   hop,  skip, 


"He  careth  for  you' 


I  Peter  5  :  7 


LOVING     CAKE  161 

and  a  jump,  the  five  little  Squirrels  all  followed,  till  the 
house  seemed  filled  with  bushy  tails  and  chippering  voices. 
No  wonder  they  had  a  fine  time,  for  there  in  the  cupboard 
were  their  Christmas  and  New  Year's  dinners  all  ready. 
There  were  beech  nuts  and  acorns,  chestnuts,  pine  and 
maple  tree  seeds,  buckwheat,  Indian  corn,  and  grass  seeds, 
all  put  up  in  piles. 

The  little  Squirrels  looked  at  each  other,  and  chattered 
among  themselves,  for  they  had  never  seen  anything  like  that 
cupboard  before.  The  old  Squirrel  sat  up  on  his  haunches, 
tossed  an  acorn  to  each,  and  began  to  tell  stories. 

What  a  jolly  fellow  he  was  as  he  sat  there.  His  sides 
were  as  plump  as  apples.  His  eyes  were  as  bright  as  two 
buttons,  and  on  each  ear  was  a  bushy  tuft  of  gray  hair.  His 
new  coat,  thick  and  warm,  was  smooth  and  glossy,  for  he 
had  just  been  brushing  it  down.  His  tail  stood  up  behind 
him  like  the  plume  of  a  knight. 

"I  closed  the  door  when  I  came  in  tonight,"  he  said,  "for 
we  shall  have  snow  before  morning.  Just  hear  the  wind 
blowing.  Tuck  yourselves  up  warm  in  your  leafy  beds,  for 
I  shall  not  call  you  in  the  morning,  you  can  sleep  as 
long    as   you    please." 

The  small  Squirrels  winked  at  one  another  as  much  as  to 
say:   "  We'll  have  our  nap  out  for  once." 

"  Yes,  you  shall  have  a  long  nap,"  continued  their  father. 
"  But  before  you  scamper  off  to  bed,  let  me  tell  you  a  story 
about  this  wonderful  cupboard." 

Ten  bright  eyes  fairly  twinkled  with  mischief  as  they 
peeped,  now  and  then,  at  the  good  things  on  the  shelves. 
Five  little  Squirrels  sat  up  on  their  haunches,  took  one  look 
to  see  that  their  tails  stood  up  behind  them  like  their  father's, 
then  folded  their  paws,  and  stopped  chippering  to  listen  to 
this  story. 

K 


162  LOVING     CARE 

"  Last  spring  your  mother  and  I  dug  this  house  in  the 
ground.  While  the  days  were  growing  warmer,  and  the 
flowers  were  busy  unpacking  their  new  gowns  we,  too,  were 
busy  at  the  foot  of  this  old  beech  tree,  making  a  door  and 
digging  out  a  long  hall -way. 

"  Down,  down,  down  we  burrowed  it,  until  we  were  sure 
no  one  could  find  us,  and  then  we  dug  out  this  room.  Oh! 
our  claws  are  sharp,  and  we  made  the  dirt  fly  thick  and  fast. 
Next  Spring  you  will  know  all  about  it,  when  you  make  your 
own  houses  — please  pass  the  acorns  again,  Mrs.  Squirrel. 

"  These  nuts,  you  see,  all  have  the  tips  cut  off,"  he  said, 
as  he  caught  the  one  Mrs.  Squirrel  tossed  to  him.  "  We 
brought  them  in,  in  our  cheek  pockets.  Four  is  a  load,  three 
in  the  pockets  and  one  in  the  teeth.  The  tips  are  sharp,  so 
we  cut  them  off  before  we  drop  them  into  the  pockets. 

"  We  commenced  bringing  them  in  after  the  first  night 
Jack  Frost  came  around,  and  we  have  been  busy  ever  since. 
The  other  good  things  we  found  in  the  fields  near  the  forest. 
Oh,  Autumn  is  the  best  time  of  the  year  for  Squirrels  !" 

Again  the  nuts  were  tossed  around.  Each  small  Squirrel, 
with  his  chisel-edged  teeth,  broke  the  shell,  peeled  down  the 
dry  husk,  and  ate  the  kernel.  When  the  nuts  were  finished 
ten  eyes  were  beginning  to  blink. 

"  Now  trot  off  to  bed,"  said  Mother  Squirrel,  and  away 
the  little  ones  scampered. 

The  old  Squirrel  went  to  the  door  to  see  that  everything 
was  closed  up  for  the  Winter. 

"  Winter  is  here,"  he  said  to  himself,  when  he  heard  the 
wind  blowing.  "  Mrs.  Squirrel  and  the  children  won't  peep 
out  again  until  Spring.  I  may  go  out  once  or  twice  when  the 
sun  shines  the  warmest,  but  I  think  a  good  burrow,  with 
plenty  of  nuts,  is  the  best  place  for  Squirrels  in  Winter." 

Bang !  went  the  storm  door. 


LOVING     CAKE  163 

The  North  "Wind  piled  the  leaves  in  front  of  it,  and  the 
Squirrel  went  back  to  his  mate  for  a  long  Winter's  nap. 

Today  the  old  beech  tree  is  keeping  watch  over  their 
homo.  Through  its  branches  the  Winter  winds  blow,  making 
them  shiver  and  groan,  as  they  sway  back  and  forth  ;  and  all 
the  time  they  seem  to  be  singing : 

"  The  Winter  may  come  with  its  frost  and  snow, 
My  Squirrels  are  safe  in  the  ground  below. 
There  sweetly  they  sleep,  while  the  snow-flakes  fly. 
And  only  we  know  it — just  you  and  I."^ 

— Florence  U.  Palmer. 


1.    The   song  is   easily  developed   after  this   story. 


•^  ^ 

V 


6oo^  fiDorntno  Song, 


Words  and  Music  by  Caro  A.  DUGAK. 


1.  Good-morn-ing     to      the    sun  -  shine  fair,  That  lights  this  world  of     ours, 

2.  Good-morn-ing     to      the     friend-ly    clouds  That  bring   re  -  fresh -ing    rain, 

3.  Good-moru-ing     to      the     love  -  ly     snow.  That  lies     so      soft     and  deep 


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Good-mom  -  ing    to      the    sing  -  ing    birds,  Good-morn  -  ing    to      the  flowers. 
Which  pat  -  ters  out  "  Good-morn-ing,  dears !"  A  -  gainst  the  win-dow  pane. 
A    -    bove     the    lit  -  tie      ten  -  der    seeds     In    moth  -  er  earth    a  -  sleep. 


J: 


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Chorus. 


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» — J" — • — a — I  ,  ^    . 

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Good  -  morn  -  ing    to       the    glad    new    day,  What  -  e'er    the  skies  let     fall, 


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If      storm    or    sun  -  shine,  it        is      sent     A      lov  -  ing    gift      to      all. 


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Used  by  arrangement  with  Oliver  Ditson  Company,  owners  of  the  copyright. 
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LOVING     CARE  165 


LESSON    IV 


1Rutb,  tbe  (Blcanct 

Today  the  story  shows  the  Father's  care  for  man  in  the 
Autumn  season.    "The  Summer  is  past,  the  harvest  is  ended." ^ 

Central  Thought.  — The  Father's  care  for  us  at  the  harvest 
season. 

Text.—  'And  they  came  to  Bethlehem  in  the  beginning  of  the 
barley  harvest."     Ruth  1:22. 

Song.— "Jesus  Loves  Me." 

Picture.— Ruth.    Bruck. 

LESSON  OUTLINE 

I.  Pohit  of  Contact  :  Wheat,  oats,  barley,  or  an  ear  of  corn 
brought  into  class.     The  harvest  season. 

II.  Ruth,  the  Gleaner.  The  Father's  care  over  Ruth  and  Naomi 
at  the  harvest  season.     Boas  gives  them  of  the  harvest. 

"And  she  said,  These  six  measures  of  barley  gave  he  me  ;  for  he 
said  to  me.  Go  not  empty  unto  thy  mother-in-law."    Ruth  3  :  17. 

III.  The  Father's  care  in  providing  harvest  for  all  His  children. 

IV.  Prayer — "Father  we  thank  Thee." 

THE    LESSON 

4 

Point  of  Contact. —  Can  you  tell  me  what  this  is?  (Hold 
up  wheat;  if  you  can  secure  it,  the  unshelled  with  the  straw 
and  heads) .     And   this  ?     (Hold   up   barley) .     Where  did   it 


1.      This    lesson    points    toward    Thanksgiving.       See    Song,    page     9,    So7ig    Stories    /or   the 
Sunday  School. 


166  LOVING     CARE 

come  from  f  Have  you  seen  a  wheat  field,  when  the  wheat 
was  yellow!  Have  you  seen  the  farmer  cut  it,  and  bind  it  up 
into  sheaves  1 

What  is  made  from  wheat  ?  From  flour  ?  The  Father 
gives  us  wheat  that  we  may  have  bread.  Every  Autumn  He 
sends  the  harvest;  not  once  has  He  failed  to  make  the  seeds 
grow  into  wheat- stalks,  and  the  stalks  to  put  out  heads  until 
they  bend,  so  heavy  is  their  load  of  grain. 

STORY 

It  was  harvest  time*  Two  women  were  climbing  the  path 
that  led  to  a  village.  They  were  poor,^  without  money,  and 
without  a  home.      One  was  elderly,  the  other  was  young. 

When  they  reached  the  town,  Euth,  the  young  woman, 
said  :  "While  you  stay  here  with  your  friends,  I  will  go  down 
to  the  fields  and  pick  up  some  grain.  If  I  work,  and  do  my 
part,  the  Heavenly  Father  will  help  me  —  help  me  to  gather 
the  barley  that  we  may  have  bread."  ^ 

Slowly  she  walked  down  the  rough  path  of  the  stony  hill- 
side,^ Below  were  the  fields  of  yellow  barley,  and  now  and 
now  and  then  a  field  of  tall  green  wheat,  that  ere  long  would 
be  turning  golden.  As  she  looked  down  upon  the  fields  and 
reapers,  perhaps  she  thought  of  the  Loving  Father  who  sends 
the  Harvest  Time,  who  ripens  the  great  fields  of  wheat  and 
barley,  that  all  His  children  may  have  bread.  Perhaps  she 
said  "Surely  there  is  enough  for  all,  enough  for  Naomi  and  for 
me,  if  I  will  only  do  my  part  —  go  down  into  the  field  and 
help  the  reapers." 

Step  by  step  she  went,  until  she  reached  the  field. 

In    that  country    long     ago,  the    men    reaped    the    grain, 

1.  Naomi  and  Ruth  were  poor.    Gleaning  was  then  a  sacred  right  of  the   lowly.— GeiMe. 

2.  Ruth  was  eager  to  help  get  food  for  herself  and  Naomi  by  gathering  after  the  reapers 
in  any  field  where  the  old  kindly  custom  was  yet  held  sacred. — Oeikie. 

3.  Descending  the  deep  terraced  side  of  the  limestone  hill. 


LOVING     CARE 


167 


and  the  women  bound  the  sheaves.  There,  too,  the  poor 
people  could  gather  some  of  the  grain,  and  carry  it  home 
to  make  bread. 

So  Euth  "went, 
and  came,  and  glean- 
ed in  the  field  after 
the  reapers."  (Ruth  2:3.) 
All  day  she  worked. 
Toward  evening,  as 
she  gleaned,  the  owner 
of  the  field  came  down 
to  see  his  workers. 
As  he  came  into  the 
field  he  raised  his 
hand  and  saluted  the 
reapers,  saying:  "The 
Lord  be  with  you." 
And  they  answered 
him:   "The  Lord  bless 

thee."      (Ruth  2:  4.)^ 

When  he  asked 
who  the  woman  was, 
one  of  the  reapers 
answered:  "A  poor 
woman  who  came  be- 
cause she  has  no 
bread  and  no  home. 
And  she  said,  'I  pray 
you  let  me  glean  and  gather  after  the  reapers  among  the 
sheaves.'  So  she  came  and  hath  continued  even  from  the 
morning  until  now." 

The  owner  watched  her.     He   saw  her  pick  up  a  sheaf   of 


Brtick 

And  they  came   to  Bethlehem   in  the  beginning  of 
the  barley  harvest" 

Ruth  1  :  22 


1.    "The  owner  meets  his  laborers  today  with  the  very  same  words,  and  the    same  answer  is 
returned." 


168  LOVING     CAEE 

grain.  He  saw  her  carry  it  to  the  roadside.  He  saw  her  sit 
down  and,  wrapping  the  sheaf  in  her  stout  scarf,^  beat  out 
the  grain  with  a  stick.  He  saw  her  throw  away  the  straw, 
wrap  the  grain  in  her  scarf,  raise  it  to  her  head,  and  start 
as  if  to  go  back  to  the  village. 

The  owner  went  to  her,  and  said:  "Glean  in  my  fields 
whenever  you  like.  When  supper-time  comes  the  reapers  will 
share  their  meal  with  you;  you  can  eat  of  the  corn  and  drink 
from  the  water-flasks,  which  the  young  men  will  bring.  To- 
morrow  glean   here  again;  for  there    is   grain  enough  for  us 

all."      (Euth2:8,  9.) 

Ruth,  the  tired,  grateful  gleaner,  knelt  there,  and  thanked 
him  saying:  "Why  are  you  so  kind  to  one  who  is  a 
stranger  1 " 

The  owner  answered:  "You  are  no  stranger,  now.  You 
have  worked  all  day  long  in  my  field.  The  Father  gave  me 
the  grain.  Now  He  gives  it  to  you.  It  is  right  that  you 
should   have   that   which   you   have   gathered   with   your   own 

hands."       (Ruth  2:  11,  12.) 

"  So  she  gleaned  in  the  field  until  even,  and  beat  out  that 
she  had  gleaned:  and  it  was  about  an  ephah  [or  bushel]  of 
barley.     And  she  took  it  up,  and  went  into  the  city." 

When  her  friend  asked :  "  Where  hast  thou  gleaned  to- 
day?" (Ruth  2:  19.)  Euth  auswcrcd,  "In  afield  of  barley  where 
there  were  many  more  reapers,  a  field  where  every  reaper 
works  from  morning  till  night,  a  great  field  that  the  Heavenly 
Father  has  ripened  for  the  owner  and  all  of  his  workers. ^ 
And  the  owner  has  said:  'Come  every  day  for  there  is  grain 
enough  for  us  all.'" 

When  Ruth  had  told  the  good  news,  perhaps  she  and  her 

1.  Literally,  veil. 

2.  "One  feature  of  this  charming  idyl,  however,  gives  it  a  specially  distinctive]  color  —  its 
intense  religiousness.  Despite  centuries  of  oppression,  division,  and  religious  decay,  it  breathes  a 
lofty  spirit  of  loyalty  to  Jehovah,  which  appears  at  every  turn.  It  is  He  who  has  given  His 
people  bread.  He  who  deals  kindly  with  the  widow." — Oeikie. 


LOVING      CARE  169 

friend  knelt  there  together.     Surely  they  thanked  the  Father 
for  His  loving  care. 

Hhall  we  thank  Him,  too,  for  the  harvest,  the  wheat  He 
has  ripened  that  we  may  have  bread  ?^ 

1.    Use  the  "Thank  You"  prayer.    See  Lesson  III  under  Topic  I. 


JESUS  LOVES  ME 
(Old   Air) 

1.  Jesus  loves  me,  this  I  know, 
For  the  flowers  tell  me  so  ; 

Tell  me  by  their  fragrance  sweet, 
Lying  all  around  our  feet. 

Chorus. — Yes,  Jesus  loves  me,  etc. 

2.  Jesus  loves  me,  this  I  know. 
For  the  birds  they  tell  me  so  ; 
Tell  me  by  their  merry  song, 

Singing  now  the  whole  day  long. —  Chorus 

3.  Jesus  loves  me,  this  I  know. 
For  the  sunbeams  tell  me  so  ; 
Tell  me  by  their  gladsome  light. 

Shining  clear  from  morn  till  night. —  Chorus 

4.  Jesus  loves  me,  this  I  know, 
For  the  raindrops  tell  me  so  ; 
Tell  me  as  they  gently  fall 

On  the  trees,  the  flowers,  and  all. —  Chorus 

5.  Jesus  loves  me,  this  I  know. 
For  the  Bible  tells  me  so  ; 
Little  ones  to  Him  belong. 

They  are  weak,  but  He  is  strong. —  Chorus 

— Adapted  ly  Frances  E.  Newton. 


170  LOVING     CARE 

LESSON   VII 

Jacob's  Dream 

We  have  seen  the  Father's  care  for  His  children,  as  shown 
in  everything  about  us  at  the  Autumn  season.  This  story- 
shows  the  Father's  loving  care  for  the  individual  child,  even 
when  that  child  is  a  poor  wanderer,  without  a  home  and  far 
from  friends:   "  Lo,  I  am  with  you  alway." 

Central  Thought.— The  Father's  loving  care  for  Jacob,  and 
as  He  cared  for  Jacob,  so  He  cares  for  you. 

Text.—"  He  careth  for  you."     I  Peter  5  :  7. 

Picture,— Vision  of  Jacob's  Ladder.     Murillo. 

LESSON   OUTLINE 

I.  Point  of  Contact :     Journeys. 

II.  The  boy  Jacob  and  his  home -leaving. 

III.  Evening  on  the  hills. 

IV.  The  dream,  and  the  Father's  care  as  seen  in  the  dream. 

V.  Morning  :  Jacob  again  on  his  journey. 

VI.  As  the  Father  cared  for  Jacob,  so  He  cares  for  us.  "  Lo,  I  am 
with  you  alway."  ^ 

THE  LESSON 

Point  of  Contact. — Did  you  ever  go  on  a  journey?  Who 
went  with  you  1  Did  you  ever  go  alone  1  How  long  were  you 
gone?     Was  it  far?     Were  you  glad  to  come  home  again? 


1.    The  whole  story  implies  this  thought. 


LOVING     CARE 


171 


STORY 

A  boy^  once  started  on  a  long  journey.  Early  one  morn- 
ing he  left  father,  mother,  and  brother,  left  his  home  and  his 
friends,  the  l^oys  with  whom  he  had  played  for  long  years, 
and  started  alone  for  a  far-away  land. 

He  was  sad  that  morning,  for  he  did  not  know  that  he 
would  ever  come  back,  and  he  was  going  to   a  strange   land 


"  He  careth  for  you  " 

1  Peter  5  :  ' 


and  strange  people.     He   had   always  lived  in  the  home  with 
father  and  mother,  and  now  he  might  not  have  any  home. 


1.  Jacob  was  not  a  boy  when  Isaac  bestowed  his  blessing.  He  was  a  man  seventy-seven 
years  old.  But  under  the  shadow  of  the  home-roof  where  he  had  always  lived,  he  appears  in  the 
story,  and  will  ever  appear,  as  a  boy. 

The  age  of  Jacob  is  thus  ascertained  :  When  Joseph  stood  before  Pharoah  (Genesis  41 :  46) 
he  was  thirty  years  old,  and  hence  thirty-nine  when  Jacob  came  into  Egypt.  At  that  time  Jacob 
was  one  hundred  and  thirty.  (Genesis  47:9).  Therefore  Jacob  must  have  been  ninety-one  when 
Joseph  was  born.  As  this  happened  in  the  fourteenth  year  of  Jacob's  stay  with  Laban,  Jacob's 
departure  from  Canaan  must  have  taken  place  in  the  seventy-seventh  year  of  his  own  life. 


172  LOVING     CARE 

He  was  sorry  now  that  he  had  not  always  been  a  good 
boy ;  for  there  had  been  days  when  he  had  not  been  kind  to 
his  brother,  one  day  when  he  had  been  most  unkind  to 
him.  And  it  was  because  of  that  day,  because  he  and  the 
brother  could  not  be  happy  together,  that  he  was  leaving  the 
home. 

Only  a  few  days  before  his  mother  had  called  him  to  her 
and  said:  "It  will  be  better  for  you  now  to  leave  Esau,  your 
brother,  and  go  to  some  other  land,  to  the  old  home -land 
where  I  lived  when  I  was  a  girl." 

His  father  had  given  him  his  blessing,  and  talked  with  him 
of  the  Heavenly  Father  who  would  be  with  him  wherever  he 
went.     Then  his  father  had  kissed  him  good  -  by  e.^ 

The  boy  started.  His  mother  stood  in  the  tent  door,  and 
watched  him  far  out  of  sight. 

As  he  walked  on  alone  he  thought  of  the  home  he  was 
leaving.  He  loved  that  home.  He  thought  of  how  his  father 
had  said:   "The  Father  will  be  with  you  wherever  you  go." 

A  poor,  lonely  boy,  sent  away  from  his  home  !  Could  the 
Father  love  him,  and  would  any  one  in  that  land  so  far  away 
be  glad  he  had  come? 

Night  came.  On  the  stony  hillside  Jacob  —  for  that  was 
his  name  —  lay  down.  He  had  no  home,  not  even  a  tree  for 
shelter  — only  the  sky  and  the  stars.  But  he  had  the  Father, 
and  he  asked  Him  to  love  and  care  for  him  there.  With  only 
a  stone  for  a  pillow,  tired  and  weaiy,  the  boy  fell  asleep. 

As  he  slept  he  dreamed.  In  his  dream  he  saw  a  ladder 
reaching  from  earth  to  heaven.  Upon  the  ladder  angels  were 
ascending  and  descending,  coming  down  to  him  from  that 
kind  Father,  coming  to  tell  him  the  Father  would  care  for 
him  wherever  he  went.  The  angels  told  him  that  just  as  the 
Father  had  cared  for  the  boy's  old  father  all  the  long  years, 


1.    Note  the  tenderness  of  Isaac  in  Genesis   27  :  26. 


LOVING     CARE  173 

SO   He   would   care   for   liiin,   and  some  day  bring   him  back 
again  to  his  home. 

Jacob  felt  that  the  Father,  from  whom  that  promise  came, 
was  very  near  him,  that  He  was  there  above  the  ladder,  that 
He  loved  Jacob,  j^oor  and  lonely  as  he  was,  loved  and  pitied 
him,  and  would  help  him  to  be  brave  and  strong. 

Jacob  awoke.  He  sat  up,  and  thought  of  that  wonderful 
dream.  Then  he  arose.  He  set  up  the  stone  that  had  been 
under  his  head,  "set  it  up  for  a  pillar"  (Genesis 28:  18),  that  he 
might  find  that  same  place  when  he  came  back. 

For  now  he  knew  the  Father  would  be  with  him  wherever 
he  went,  and  if  he  did  his  best  every  day,  would  bring  him 
back  to  his  home,  and  his  father,  mother  and  brother. 

Shall  we  thank  the  Father  for  caring  for  us  every  night  as 
tenderly  as  He  did  for  Jacob,  out  on  the  hills  ?  ^ 


1.    The  prayer  with  Lesson  III  of  Topic  I  can    be   used,    or   the    prayer.  "Thanks  For  Daily 
Blessings,"  page  3,   Song  Stories  for  the  Sunday  School. 


174  LOVING     CAEE 

LESSON   VIII 

Zbc  Children  of  flsrael 

The  lesson  is  to  show  the  Father's  care  over  a  great 
family  of  His  children.  It  pictures  that  family  in  need  of 
physical  help,  and  it  tells  of  the  Father's  provision  for  that 
need. 

"And  the  people  thirsted  there  for  water."     Exodus  17  :  3. 

"And  the  Lord  said  unto  Moses,  Go  on  before  the  peo- 
ple, .  .  .  Behold,  I  will  stand  before  thee  there  upon  the 
rock:  .  .  .  and  thou  shalt  smite  the  rock,  and  there  shall  come 
water  out  of  it,  that  the  people  may  drink."     Exodus  17 :  5,  6. 

Central   Thought.— The  Father's  loving  care  for  His  people. 

Text.—"  He  [Moses]  opened  the  rock,  and  waters  gushed  out." 

Psalm  105  "41 
Picture.— Moses  Smiting  the  Rock.     Murillo. 

LESSOI^   OUTLINE 

I.  Point  of  Contact :     Children.     Families  of  children. 

II.  A  great  family  of  children — "The  Children  of  Israel." 

III.  The  Father's  care  of  the  Children  of  Israel  in  their  journey  to 
the  Promised  Land. 

IV.  Smiting  of  the  rock  by  Moses. 

V.  The  Father's  care  in  providing  for  our  physical  needs.  "He 
sendeth  the  springs  into  the  valleys,  which  run  among  the  hills.  They 
give  drink  to  every  beast  of  the  field.  ...  He  watereth  the  hills  : 
.  .  .  the  earth  is  satisfied  with  the  fruit  of  Thy  works."  Psalm  104: 
10,  11,  13. 


LOVING      CARE  175 


THE   LESSON 

Point  of  Contact.  —  Is  there  a  boy  or  girl  here  who  has  a 
brother  and  sister  ?  two  brothers  ?  two  sisters  1  three  brothers  ? 
three    sisters  ? 

STORY 

A  great  family  of  children  once  started,  with  their  brave 
Leader,  for  a  far-away  land.  The  Father  had  asked  that 
Leader  to  take  those  children,  and  had  promised  to  be  with 
them   all   the  long  way. 

The  King  of  the  land  where  they  lived  did  not  want  them 
to  go  ;  but  the  Father  commanded  the  Leader  to  make  every- 
thing ready,  and  start.  So  they  took  all  they  had,  and  began 
the  long  march. 

The  King,  when  he  heard,  followed,  taking  with  him  his 
soldiers,  to  bring  them  all   back. 

But  the  Father  was  watching.  The  Leader  hurried  on, 
and  before  him  a  cloud  led  the  way.  They  came  to  the  sea. 
They  went  down  to  the  water's  edge,  and  there  the  Leader 
stretched  out  his  rod  over  the  waters.  The  great  waves 
rolled  back  on  each  side,  and  there  the  banks  of  blue 
water  were  still  while  those  children  passed  over  on  the 
dry  land. 

The  King's  army  followed,  but  they  were  no  sooner  walk- 
ing on  the  dry  river-bed,  and  the  children  safe  over,  than  the 
waves  came  together  again,  and  the  whole  army  was  lost. 

Evening  came,  and  a  brighter  cloud  went  before  to  show 
those  children  the  way. 

When  it  was  night  they  pitched  their  tents  and  rested  till 
morn.  Every  morning  when  they  came  out  of  their  tents 
they  found   the   ground    covered   with    something   that   looked 


176 


LOVING     CARE 


like  white  wafers,  only  sweeter,  as  if  mixed  with  honey. 
There  was  enough  for  all  day,  and  the  next  morning  they 
were  sure  to  find  more. 

Sometimes  those  children  wished  for  the  far-away  home 
which  they  had  left,  and  more  than  once  they  forgot'  to  thank 
the  Father  for  His  care  over  them.  Sometimes  it  was  hard' 
to  be  good,  as  hard  as  you  and  I  often  find  it. 

Once,   when   they   were    in   the    desert,  and  there    was   no 
water,  they  blamed  the  leader  for  ever  taking  them  out  of  the 


"  He  f  Moses]  opened  the  rock,  and  waters  gushed  o\it" 

Psalm  105  :  41 

Home-land.  But  the  Father  was  there  with  the  Leader, 
saying:  "Go  on  before  the  people,  .  .  .  Behold,  I  will  stand 
before  thee  there  upon  the  rock:  .  .  .  and  thou  shalt  smite 
the  rock,  and  there  shall  come  water  out  of  it,  that  the  people 
may  drink."  (Exodus  17 :  5,  6.)  So  Moses,  standing  among  the 
rocks,  struck  one  with  his  rod,  and  lo !  a  stream  of  water 
gushed  forth.  There  was  water  enough  for  them  all,  and 
to    spare. 

Days   and   days   those    children   journeyed,  and  the  Father 


LOVING     CARE  177 

never  failed  to  give  them  food  every  morning,  and  water  as 
often  as  it  was  needed. 

Did  they  reach  the  land  He  had  promised  would  some  day 
be  theirs? 

Yes,  and  they  found  it  even  more  beautiful  than  they  had 
thought.  There  were  hills  covered  with  vines,  fig  trees,  and 
olive  trees,  fields  of  corn,  and  rocks  and  trees  where  the  wild 
bees  kept  their  honey. 

Would  you  know  how  the  Father  helped  them  go  into 
that  new  land? 

They  had  come  all  that  long  way,  and  they  could  see  the 
land  there  just  before  them;  but  right  at  their  feet  was  a 
river ^  of  deep,  swift  running  water. 

They  remembered  how  they  had  crossed  that  great  sea 
when  the  King's  army  followed.  So  now  they  marched 
straight  on,  down  to  the  edge,  into  the  water. 

Again  the  waves  rolled  away,  and  that  great  family  of 
children  passed  over,  and  were  in  the  new  land,  the  land  the 
Father  had  promised  to  show  them.  He  had  cared  for  them 
all  the  long  way,  as  He  said. 


1.    Jordan. 


178  LOVING     CARE 

LESSON    IX 

dhvxQt  ant)  tbe  Cbtl^rcn 

Bring  the  "Loving  Care"  stories  together,  and  let  the 
climax  of  the  work  under  this  topic  be  the  "Loving  Care" 
of  the  Christ  for  the  children.  Seal  this  thought  with  the 
story  of  "Christ  Blessing  Little  Children."  "He  careth  for 
you." 

Central   Thought. —  Christ's  loving  care  for  the  children. 

Text.— "And  He  took  them  up  in  His  arms,  put  His  hands 
upon  them,  and  blessed  them."     Mark  10  :  16. 

Picture.— Christ  Blessing  Little  Children.     Hofraann. 

Songs,— "Jesus  Loves  Me,"  ^  and  "God's  Care  of  all  Things." 

LESSON   OUTLINE 

I.  Point  of  Contact:     Review  of  "Loving  Care"  stories. 

II.  The  Father's  care  expressed  through  the  works  of  Nature  and 
the  harvest  season. 

III.  Christ's  special  care  for  the  children.      Blessing  little  children. 

IV.  Song. 

V.  Prayer. 

THE   LESSON 

Point  of  Contact. — Who  takes  care  of  the  baby  at  home? 
Tell  me  what  mother  does  for  the  children. 


1.    Old  Song:     "Jesus  loves  me,  this  I  know, 

For  the  Bible  tells  me  so." 
The  song  "I  Think  When  I  Read  that  Sweet  Story  of  Old  "can  also  be  used. 


LOVING     CARE 


179 


Just  as  tenderly  as  mother  cares  for  you  and  the  brothers 
and  sisters,  so  the  Heavenly  Father  cares  for  His  children. 
As  He  cared  for  Jacob  that  night  out  on  the  hills,  so  He  is 
caring  for  you  today.  He  makes  everything  grow,  so  we  can 
have  food  and  clothes,  He  gives  us  wood  to  build  homes,  and 
the  birds,  trees,  and 
blue  sky  to  enjoy. 
He  gives  us  hands 
and  feet  with  which 
to  work,  and  help 
ourselves  to  be  happJ^ 
By  all  these  things 
we  know  how  much 
He  loves  us,  loves 
every  one,  old  and 
young.  Jesus,  when 
He  was  here,  told  us 
how  much  He  and  the 
Father  loved  the  chil- 
dren, told  us  that  day 
when  He  laid  His 
hands  on  them  and 
blessed  them. 


STORY 


Ho/mann 

"  And  he  took  them  up  in  His  arms,  put  His   hands 
upon  them,  and  blessed  them  " 

Mark  10  :  16 


It  was  not  long 
before  He  was  going 
away.  He  and  His 
helpers  were  journey- 
ing through  the  country.  It  was  a  busy  day,  for  there  were 
many  people  to  talk  with,  to  tell  of  the  Father,  and  His  love 
for  His  children. 


180 


LOVING     CAKE 


As  He  talked  mothers  came  to  Him,  bringing  their  chil- 
dren, that  He  might  lay  His  hands  on  them,  and  bless  them. 

His  helpers  pushed  them  aside,  for  they  thought  the  Grreat 
Teacher  too  busy  to  stop  and  give  His  time  to  the  children. 

But  Jesus  turned  to  those  helpers,  and  said:  "Stand 
aside;"  then  He  spoke  to  the  fathers,  and  said:  "Make  room 
for  the  children." 

Strong  men  stepped  aside.  Young  men  asked  the  crowd 
to  stand  back.  Big  boys,  who  were  watching,  were  careful 
to  step  out  of  the  path,  while  fathers,  mothers,  grandfathers, 
and  grandmothers  brought  Him  the  children. 

All  around  Him  they  stood.  They  looked  into  His  face. 
He  spoke  with  them  all.  They  knew  by  His  voice  that  He 
loved  them,  knew  by  His  words,  too:  "Suffer  the  little  chil- 
dren to  come  unto  me,  and  forbid  them  not;  for  of  such  is 
the  kingdom  of  God." 

"And  He  took  them  up  in  His  arms,  put  His  hands 
upon  them,  and  blessed  them."^    Marki0:i6. 


1.    The    teacher    can   draw  from   the  material    of   the   last   eight   stories,  making   the   review 
long  or  short.    Be  sure  to  preserve  the  sequence. 


%ct  ©tbers  be  jffrst 

AUTUMN    SEASON 

"If  any  man  will    come   after   me,  let  him    deny  himself,  and  take  up  his 
cross,  and  follow  me." — Mattheio  16  :  24. 

"For  I  have  given  you  an   example,  that  ye  should  do   as  I  have  done  to 
you." — John  IS  :  15. 

"The  self-sacrifice  of  a  christian  is  always  an  echo  of  the   self-sacrifice  of 
Christ." — FhiUips  Brooks. 

^HIS  topic  has  been  chosen  because 

I.  Not  a  day  passes  but  every  child,  if  he  is 
even  courteous,  must  be  silent  while  mother  or 
father  is  speaking;  must  give  up  his  seat  to  the 
elder  in  the  car;  must,  if  he  be  alert,  (watching 
an  opportunity  to  help,  or  make  those  around  him 
happy)  constantly  "Let  others  be  first."  It  is  not  only  the 
law  of  politeness,  but  the  stamp  of  Christian  character. 

II.  It  paves  the  way  for  the  underlying  principle  of  the 
Christmas  topic,  which  is  summed  up  in  the  words:  "Re- 
member the  words  of  the  Lord  Jesus,  how  He  said,  it  is 
more  blessed  to  give  than  to  receive." 

III.  "Let  others  be  first"  was  the  key-note  of  the  example 
of  right  living,  embodied  in  the  life  of  the  Christ,  from  the 
morning  of  His  birth  in  the  manger,  to  the  day  of  His  death 
on  Calvary.  It  is  the  echo  of  this  note  that,  now  and  then, 
found  inculcated  in  the  daily  life  of  one  of  His  followers, 
gives  to  a  soul  "that  incense  of  the  heart  whose  fragrance 
smells  to  heaven." 

(181) 


182  LET     OTHEES     BE     FIRST 

IV.  This  echo  is  too  seldom  heard  in  the  Nineteenth 
Century. 

"  Teach  self-denial,  and  make  its  practice  pleasurable,  and 
you  create  for  the  world  a  destiny  more  sublime  than  ever 
issued  from  the  brain  of  the  wildest  dreamer." — Sir  waiter  Scott. 

The  topic  will  be  presented  in  four  lessons: 

Lesson  I.  Symbolic  —  "The  Good  Shepherd," — a  story  of 
oriental  shepherd  life,  showing  the  constant  self-sacrifice  of  a 
good  shepherd  in  caring  for  his  sheep.  If  need  be  "  The 
good  shepherd  giveth  his  life  for  the  sheep."     JohniO:ii. 

Lesson  II.  Abraham  and  Lot— the  "brotherly  love"  of 
Abraham  in  giving  the  choice  of  the  land  to  Lot,  is  con- 
trasted with  the  selfishness  of  Lot  in  choosing  "the  plain  of 
Jordan,"  thus  taking  "the  better  part"  from  his  old  uncle. 

Lesson  III.  Ruth  and  Naomi  —  the  love  and  self-sacrifice 
of  Euth,  in  refusing  to  leave  Naomi  alone  in  her  sorrow  and 
old  age,  even  giving  up  her  home -land,  is  a  striking  con- 
trast with  the  selfishness  of  Lot. 

"  Intreat  me  not  to  leave  thee,  .  .  .  for  whither  thou 
goest,    I    will    go;     and   where   thou    lodgest,    I    will    lodge." 

Ruth  1:  16. 

Lesson  IV.  "The  King  of  the  Golden  River." ^  —  The  story 
gives  a  practical  example,  within  the  experience  of  every 
child,  showing  how  one  boy  "let  others  be  first,"  and  the  joy 
that  came  into  his  life,  "  in  the  fulness  of  time."  "  Whoso- 
ever shall  give  to  drink  unto  one  of  these  little  ones  a  cup  of 
cold  water  .  .   .  ,  I  say  unto  you,  he  shall  in  no  wise  lose  his 

reward.      Matthew  lO:  42. 


1.   See  Note  aud  Lesson  Outline  for  Lesson  IV.,  page  195. 


LET     OTHERS     BE     FIRST  183 

LESSON     I 

ZTbc  600^  Sbepber^ 

The  story  today  is  purely  symbolical,  and  is  founded  upon 
Matthew  10:    1-17.*^ 

It  is  symbolical  of  the  Saviour's  life  of  self-denial,  and  the 
sacrifice  of  the  Cross. 

Central  Thought.— All  honor  to  the  shepherd  who  devotes 
his  time,  strength,  and  thought  to  the  care  of  sheep,  and  vv^ho  is 
■willing,  if  need  be,  to  give  his  life  for  the  sheep. 

Text. — "The  good  shepherd  giveth  his  life  for  the  sheep." 

Picture.— The  Good  Shepherd.     Fra  Angelica. 

Song.—  "  Saviour  Like  a  Shepherd  Lead  Us." 

LUSSO:^  OUTLINE 

I.  Point  of  Contact :  Sheep  and  shepherds  —  review  briefly 
"David  the  Shepherd  Boy,"  Lesson  IV,  Topic  I;  and  "The  Lost 
Sheep, "Lesson  I,  Topic  VI,  keeping  in  the  foreground  the  self-sacrifice 
essential  for  a  good  shepherd. 

II.  Story:  "The  Good  Shepherd," — his  life  of  self-sacrifice,  ever 
keeping  in  mind  the  welfare  of  his  sheep,  in  providing  food,  water, 
shelter  ;  protecting  them  from  the  storm,  cold,  and  wild  ^animals, 
even  though  he  endanger  his  own  life. 

If  need  be,  "The  good  shepherd  giveth  his  life  for  his  sheep." 

THE  LESSON 

Point  of  Contact, — Hold  up  the  picture  of  David,  the  Shep- 
herd Boy.     What  did  this  boy  do  for  his  sheep  I 


184  LET     OTHERS     BE     FIRST 

(Draw  the  story  from  the  children,  as  far  as  they  are  in- 
clined to  review  it.     Help  them  to  fill  in  the  details). 

Hold  up  the  picture  of  the  Lost  Sheep.  There  is  no  shep- 
herd with  these  sheep  —  where  is  he  ?  He  would  not  leave 
his  sheep  if  there  was  any  way  for  him  to  protect  them,  or 
get  them  back  to  the  fold. 

Have  you  ever  heard  of  a  shepherd  who  found  a  lost 
Iambi     (Help  the  children  to  recall  "The  Lost  Sheep"  story.) 

STORY 

A  good  shepherd  once  left  his  home,  all  he  loved  best,  to 
go  to  a  far-away  land.  He  had  heard  how,  in  that  land, 
there  were  sheep  without  any  shepherd;  many  flocks,  wan- 
dering farther  and  farther  away.  The  good  shepherd  knew 
that  in  time  they  would  get  so  far  from  home  they  could  never 
find  their  way  back  ;  knew,  too,  the  lambs  must  need  care, 
and  that  it  was  the  will  of  his  father  that  not  one  of  those 
lambs  should  perish. 

So  the  good  shepherd  left  his  home,  and  went  to  find 
and  to  care  for  those  sheep.  He  found  them  so  far  from  the 
fold  that  he  knew  it  would  take  days  and  days  to  get  them 
all  safely  back.  Besides,  there  were  robbers  along  the  rough 
road,  and  wolves  in  the  forest  about  them.  His  father  had 
told  him  to  care  for  them  all,  everyone,  and  to  bring  them 
back  to  his  own  fold,  where  together  they  could  care  for  them 
all  the  day,  all  the  nights,  all  the  weeks,  all  the  years. 

The  good  shepherd  started.  It  was  a  long  way,^  for  he 
had  to  keep  near  pastures  and  streams.  Then,  too,  if  one 
sheep  was  sick  he  cared  for  it,  and  made  them  all  wait  until 
it  was  strong.  Sometimes  he  carried  a  lamb  that  was  sick  or 
tired.     So  often  the  shepherd  carried  them  that  they  came  to 

1.    Use  the  blackboard. 


LET     OTHERS     BE     FIRST 


185 


him  if  they  were  hurt.  The  old  sheep  led  their  sick  lambs  to 
him,  and  the  good  shepherd  always  knew  how  to  cure   them. 

Days  he  led  them,  nights  he  watched  over  them.  No 
lions  harmed  them,  and  when  the  good  shepherd  was  here 
the  robbers  did  not  come  near. 

One   morning,  after  many  long  days,  he    led   them    over  a 


Fra  Angelica 


"  The  good  shepherd  giveth  his  life  for  the  sheep  " 

John  10  :  11 

path  that  went  up  a  steep  hill.  Slowly  they  climbed  the  hill, 
and  there,  not  far  away,  they  saw  the  sheep-fold.  Around  it 
stood  a  great  fence,  strong  and  high.  How  large  the  fold 
was  no  one  could  tell,  but  men  believed  it  would  hold  all  the 
sheep  in  the  world.     The  door  was   closed  —  it  was  locked. 

It  was  not  far  now,  yet  the  shepherd  seemed  more  careful 
than   ever.      He    called    every   lamb    and    every    sheep    by   its 


186  LET     OTHERS     BE     FIRST 

name.  When  they  were  all  gathered  around  him  he  led  the 
way  toward  the  fold. 

They  were  nearing  the  great  door  when  a  band  of  robbers 
came  out  of  the  forest.  They  ran  toward  the  shepherd.  The 
good  shepherd  drew  his  sheepskin  coat  around  him,  and, 
looking  up  toward  the  blue  sky,  prayed  to  the  Father.  "1 
have  brought  them  all  home,"  he  said,  "every  sheep,  every 
lamb.  Take  them  into  thy  fold  and  let  the  door  be  left  open, 
for  there  are  more  lost  sheep,  and  other  stray  lambs  that 
would  come  if  they  could." 

Even  while  he  spoke  the  robbers  came  near,  tore  his  coat 
from  him,  and  began  to  quarrel  to  see  who  should  have  it. 
The  shepherd  did  not  seem  to  notice  them.  He  hurried  on 
toward  the  door  of  the  fold.  Without  any  key  he  flung  it 
wide  open.  In  his  kind,  gentle  voice,  he  spoke  to  the  sheep 
and  the  lambs  as  they  went  in  slowly,  each  keeping  its  place 
and  not  crowding  the  others. 

The  robbers  struck  the  good  shepherd.  He  raised  his 
hand,  pointed  toward  the  blue  sky,  and  said:  "The  Father  is 
watching;  not  a  lamb  shall   be  lost." 

The  robbers  stood  back,  and  the  sheep  and  lambs  went 
safely  in.  When  all  were  inside,  as  if  angry  because  they  had 
lost  the  sheep,  they  laid  hands  on  the  shepherd.  They  slew 
him. 

The  good  shepherd  was  gone. 

But  from  that  day  there  were  shepherds  to  care  for  lost 
sheep,  and  the  door  of  the  sheep-fold  was  open. 

Stray  sheep  learned  the  path.  Those  that  could  not  come 
alone  were  led  by  some  of  the  good  shepherd's  friends. 

Now  every  flock  had  its  shepherd.  Now  every  shepherd 
knew  of  the  Father's  safe  fold.  Now  men  had  learned  that 
the  door  was  left  open  because  there  was  room  inside  for 
every  sheep  and  every  lamb  in  the  world. 


LET     OTHERS     BE     FIRST  187 

LESSON  II 

Hbrabam  anb  lot 

This  lesson  shows  the  "brotherly  love"  of  Abraham  in  giv- 
ing to  Lot  the  choice  of  the  land,  in  contrast  with  the  selfish- 
ness of  Lot  in  depriving  his  old  uncle  of  "the  better  part"  — 
"the  plain  of  Jordan  that  .  .   .  was  well  watered  everywhere." 

Genesis  13:  10. 

Central  Thought.  — Let  others  be  first. 

Text.—"  If  thou  wilt  take  the  left  hand,  then  I  will  go  to  the 
right ;  or  if  thou  depart  to  the  right  hand,  then  I  will  go  to  the 
left."     Genesis  13  :  9. 

Picture.— Head  of  Egyptian  Sheik  (from  life). 

Song.—  Let  the  children  choose  from  the  songs. 

LESSON   OUTLINE 

I.  Point  of  Contact :     Uncles. 

II.  Abraham  and  Lot — "And  Abraham  was  very  rich  in  cattle" 
( sheep ).^  "And  Lot  also,  which  went  with  Abraham,  had  flocks,  and 
herds,  and  tents.  And  the  land  was  not  able  to  bear  them,  that  they 
might  dwell  together."  ^ 

III.  Abraham  gives  his  young  nephew.  Lot,  the  choice  of  the 
land. 

IV.  Lot  takes  "the  better  part." 

V.  "Then  Abraham  removed  his  tent,  and  came  and  dwelt  in  the 
plain  of  Mamre,  .  .  .  and  built  there  an  altar  unto  the  Lord."^ 
"Upon  such  sacrifice,  the  gods  themselves  throw  mcense. "Shalcesjyeare. 

1.    Genesis  13  :  12.  2.    Genesis  13  :  5,  6.  3.    Genesis  13  :  18. 


188  LET     OTHERS     BE     FIRST 


THE   LESSON 

Point  of  Contact.  —  How  many  of  these  boys  and  girls  have 
an   uncle  ? 

STOEY 

Up  on  the  top  of  a  mountain  is  a  grove  of  trees.  Under 
the  trees  are  standing  two  men.  One  is  a  young  man  named 
Lot ;  the  other  his  old  uncle,  Abraham. 

Together  they  have  journeyed,  from  a  far-away  home -land, 
bringing  with  them  their  families,  their  camels,  sheep,  tents, 
and  goods.  Long  miles  they  have  come,  over  hills  and 
through  valleys,  traveling  day  after  day.  But  now  they  have 
stopped  to  find  a  home  in  the  new  land,  a  home  for  them- 
selves, their  families,  their  sheep,  and  their  camels. 

Both  are  rich  in  gold  and  silver,  and  in  goats,  camels,  and 
sheep.  As  they  stand  there  on  the  mountain  they  see,  not  far 
away,  the  tents  of  the  people  who  have  come  with  them. 
They  see  their  herds  of  cattle,  and  on  the  neighboring  hills 
the  shepherds  tending  their  sheep.  Abraham  and  Lot  have 
been  talking  of  those  shepherds.  So  great  are  the  herds  and 
flocks  that  there  are  not  springs  of  water  and  pasture -lands 
enough  for  them  all.  There  has  been  a  strife  between  the 
herdmen,  or  shepherds,  of  Abraham's  cattle,  and  the  herdmen, 
or  shepherds,  of  Lot's  cattle.  Abraham  and  Lot  have  been 
talking  about  it. 

Now  the  old  man's  head  is  bowed.  He  knows  there  is  not 
room  in  that  land  for  them  all.     He  is  thinking. 

Perhaps  he  walks  over  to  where  Lot  is  standing,  and  lays 
his  hand  on  the  young  man's  shoulder.  He  speaks.  "Let 
there  be  no  strife,"  he  says,  "between  me  and  thee,  and  be- 
tween my  herdmen  and  thy  herdmen,  for  we  be  brethren." 


LET     OTHERS     BE     FIRST 


189 


"  See,"  he  continues,  pointing  to  the  distant  mountains, 
"  is  not  the  whole  land  before  thee  I  ...  If  thou  wilt  take 
the  left  hand,  then  I  will  go  to  the  right;  or  if  thou  depart 
to    the     right    hand,    then    I 

will  go  to  the  left."  Genesis 
13:  9. 

"Lot  lifted  up  his   eyes." 

(Genesis   13  :  10)        Away     to     the 

north  he  saw  great  ranges 
of  mountains,  but  no  pasture- 
lands;  on  the  west  were  the 
hills,  but  no  meadow -lands 
for  the  sheep;  and  on  the 
south,  rocky  slopes  with  few 
trees  and  no  streams  of 
water.  (Use  the  blackboard 
to  picture  the  mountains  of 
the  north,  hills  of  the  west, 
and  rocky  slopes  of  the 
south) . 

Then  he  turned  to 
east.  There,  right  at 
of  foot  the  mountain, 
a     river, ^    winding     its 


tho 

the 

was 

way 


'  If  thou  wilt  take  the  left  hand,  then  I  wilT 
go  to  the  right;  or  if  thou  depart  to  the 
right  hand,  then  I  will  go  to  the  left " 

through    a    green    valley    till  Genesis  13 : 9 

it  came  to  the  blue  waters  of  a  lake.^  There  were  groves 
of  date  trees  and  palm  trees,  pasture -lands  and  springs 
of  water.  Along  the  river  was  a  road,  leading  to  two  cities.* 
Beyond  was  a  dark  range  of  mountains.^  These,  too,  were 
green  with  pasture -lands.  (Make  a  crude  sketch  of  this 
verdant  east  land,  using  colored  crayons,  and  completing  your 
four -sided  picture). 


1.    Jordan.        2.    Lake  of  Sodom.        3.    Sodom  and  Gomorrah.        4.    Mountains  of  Moab, 


190 


LET     OTHERS     BE     FIRST 


Did  Lot  say,  "  You  take  this  east  country,  Uncle,  for  I  am 
younger,  and  can  go  on  to  some  other  land,  and  work  for  my 
flocks  and  my  people?" 

No.     He  said,  "  I  will  take  all  that  country  to  the  East." 

They  parted,  Abraham  and  Lot.  The  young  man  went 
into  that  beautiful  east  land,  and  the  old  man  led  his  flocks  up 
the  rocky  slopes  of  the  south. 

The  Father  knew  what  had  happened.  Something  in 
Abraham's  heart  told  him  this,  and  it  made  him  far  happier 
than  if  he  had  taken  the  east  land.  He  did  not  fear.  The 
Father,  who  had  cared  for  him  all  the  long  way,  was  near 
him  now.  "  I  will  go  on  to  new  lands,  and  work  for  my 
flocks  and  my  people,"  he  said,  "and  the  same  Father  will 
care  for  us  there."  ^ 


1.    The  picture  is  of  the  head  of  an  Egyptian  Sheils,  taken  from  life.    Abraham  was  a  Sheik. 


LET     OTHERS     BE     FIRST  191 

LESSON    III 

IRutb  ant)  maomt 

The  story  is  of  Ruth  and  her  love  for  Naomi,  as  shown 
when  she  refuses  to  leave  Naomi  alone  in  her  old  age  and 
sorrow. 

It  is  a  striking  picture,  when  contrasted  with  the  selfish- 
ness of  Lot. 

Central  Thought.— Let  others  be  first. 

Text.—"  Intreat  me  not  to  leave  thee,  .  .  .  for  Avhither  thou 
goest,    I  will   go ;    and  where  thou    lodgest,   I   w^ill   lodge." 

Picture.— Ruth  and  Naomi.     Calderon.  ^"^^^  1  :  16. 

LESSON^   OUTLINE 

I.  Point  of  Contact :     Journeys. 

II.  Brief  review  of  "Ruth,  the  Gleaner,"  story. 

III.  Story — ''Ruth  and  Naomi"  —  Ruth's  "loving  care"  for  Naomi 
in  her  sorrow  and  old  age.  Her  courage  and  notable  act  in  giving 
up^  the  return  to  her  home -land  and  loved  ones,  to  stay  and  care  for 
Naomi. 

IV.  The  Fathers  care  over  Ruth  and  Naomi. 

V.  Prayer — "Father  we  thank  Thee." 

THE  LESSON 

Point  of  Contact. — Did  you  ever  leave  home  and  go  on  a 
journey!  Would  you  like  to  leave  father  and  mother,  and 
brothers  and  sisters,  and  go  all  alone  on  a  journey?     To  a 

L   Let  others  be  first 


192 


LET     OTHEKS     BE     FIRST 


strange  country,  far  from  home,  where  there  was  no  one  whom 
you  knew? 

8T0BY 

Long  years   ago,  a  poor  woman  who  was  almost  alone  in 
the  world,  started  on  a  long  journey.     Naomi  was  her  name, 


"  Intreat  me    not   to    leave    thee,  .  .  .  for  whither  thou    goest,  I   will    go ;    and    where 

thou  lodgest,  I  will  lodge  " 

Ruth  1  :  16 

and  she  was  very  sad.     Her  husband  had  died,  her  two  boys 
had  died,  and  now  she  was  almost  alone. 

But   not  quite    alone,   for,  as    she    started    out,  two  young 
women  were  with  her.     Slowly  they   walked  along   the  dusty 


LET     OTHERS     BE     FIRST  193 

path,  but  no  one  spoke.  Naomi  loved  those  girls.  To  her 
they  seemed  like  her  children,  for  her  two  boys  had  loved 
them;  they  had  been  the  wives  of  her  boys. 

At  last  Naomi  spoke.  "  Go  back  to  your  homes,"  she  said, 
"to  father  and  mother,  and  brothers  and  sisters,  and  be  happy 
with  your  old  friends  here,  for  I  am  going  to  a  far  country, 
among  people  you  have  never  seen.  Though  I  cannot  bear 
to  leave  you,  though  I  am  now  alone,  I  know  you  will  be 
happier  here." 

One  of  the  girls  kissed  Naomi;  then  turned,  and  went 
back. 

But  Ruth,  the  other,  put  her  arms  around  Naomi's  neck 
and  said:  "Intreat  me  not  to  leave  thee,  .  .  .  for  whither 
thou  goest,  I  will  go;  and  where  thou  lodgest  I  will  lodge: 
thy  people  shall  be  my  people." 

Naomi  talked  with  her.  She  asked,  "can  you  leave  home, 
father,  mother,  and  friends  to  go  with  me?"  And  Ruth  said: 
"Yes,  I  will  leave  all  for  you.  You  are  old,  sad,  and  lonely; 
I  am  young  and  strong,  and  will  go  and  care  for  you,  as  long 
as  we  both  shall  live." 

"When  she  (Naomi)  saw  that  she  was  stedfastly  minded 
to  go  with  her,  then  she  left  speaking  unto  her." 

"So  they  two  went  until  they  came  to  Bethlehem,"  a  little 
town  among  the  hills.  And  it  was  "the  beginning  of  the  bar- 
ley harvest."      Ruth  l:  19,  22. 

Ruth  left  Naomi  with  her  friends,  and  went  to  gather 
grain  among  the  reapers,  for  they  were  poor,  and  had  no 
home. 

Can  you  tell  what  happened  ?  ^ 

The  owner  saw  her  there,  among  the  yellow  sheaves.  He 
watched  her  in  her  long  blue  dress  and  scarlet  jacket,  her 
dark  hair  falling  over  her  shoulders,  a  veil  around  her  head 


1.    Draw  the  story  from  the  children,  if  they  remember  it. 
M 


194  LET     OTHERS     BE     FIRST 

and  neck,  and  glittering  coins  among  the  black  braids.^  He 
saw  her  pick  up  the  sheaves  and  beat  out  the  grain.  Day- 
after  day  he  saw  her  gleaning  in  his  field.  He  said:  "She  is 
strong,  she  is  faithful  and,  best  of  all,  she  is  noble  and  kind; 
for  she  left  her  home,  father,  mother,  and  friends,  to  come 
to  this   strange  land  and  care  for  Naomi." 

When  Euth  asked  him  why  he  was  so  kind  to  her,  who 
was  a  stranger,  he  answered:  "I  know  all  thou  hast  done  for 
Naomi,  how  thou  hast  left  thy  father  and  thy  mother,  and 
thy  home -land,  and  art  come  unto  a  people  which  thou 
knowest  not.  But  the  Heavenly  Father  will  care  for  you 
here.  He  gave  me  the  fields  of  grain  that  I  might  give  to 
the  workers  even  as  much  as  each  one  shall  glean.  So  glean 
in  my  fields  every  day." 

Ruth  gleaned  in  the  fields.  Days  came  and  went.  Every 
day  she  cared  for  Naomi,  and  gathered  the  grain  for  bread. 

Sometimes  she  was  lonely;  but  she  was  strong,  and  said 
nothing  about  it.  Perhaps  she  told  the  Heavenly  Father,  for 
she  knew  He  loved  her,  and  would  care  for  them  both,  if  she 
only  did  her  part. 

When  Ruth  had  gleaned  many  long  days,  every  day  work- 
ing hard,  the  owner  of  that  field  came  and  took  her  and 
Naomi  to  his  own  house.  Here  they  lived  all  their  lives,  for 
Ruth  became  that  owner's  wife. 

To  their  home  children  came,  and  Ruth  and  Naomi  knew 
that  the  Father  had  cared  for  them  all  those  long  years. 

Ruth  was  glad  she  had  left  the  old  home  to  come  to  the 
strange  land.  Now  she  knew  how  much  the  Father  had  loved 
her  and  Naomi.  Now  it  was  no  longer  a  strange  land.  It 
was  a  home-land,  the  home-land  of  herself,  her  husband,  her 
children. 


1.    Dress  of  the  oriental  woman  of  Ruth's  time. 


LET     OTHERS     BE     FIRST  195 


LESSON    IV 

Zbc  Iking  of  tbc  (5ol^cn  IRiver 

This  story  is  an  adaptation  of  Ruskin's  "The  King  of  the 
Golden  River."  It  has  been  used  because  it  is  the  story  of  a 
child,  who  "let  othei'S  be  first"  in  his  every  day  life.  It  gives 
a  practical  example  within  the  experience  of  every  child. ^ 

"We  can  give  up  much  in  the  large,  but  to  make  sacrifices 
in  little  things  is  what  we  are  seldom  equal  to." — Goethe. 

Central  Thought.  — Let  others  be  first. 

Text.— "Whosoever  shall  give  to  drink  unto  one  of  these  little 
ones,  a  cup  of  cold  water  .  .  .  ,  I  say  unto  you,  he  shall  in  no 
wise  lose  his  reward."     Matthew  10  :  42. 

Picture. —Valley. 

Song.— "There's  a  Work  for  Me  and  a  Work  for  You." 

LESSON   OUTLINE 

I.  Poini  of  Contact  :     Brothers. 

II.  Story — "The  King  of  the  Golden  River" — The  three  brothers, 
Schwartz,  Haus,  and  Ghick, —  the  selfishness  of  the  older  brothers,  as 
compared  with  the  "brotherly  love"  (let  others  be  first)  of  Gluek. 

III.  The  journey  to  the  mouth  of  the  Golden  River.  Gluck's  flask 
of  water  emptied  in  behalf  of  three  unfortunates  found  by  the  road- 
side. "Whosoever  shall  give  to  drink  unto  one  of  these  little 
ones  ..." 

IV.  The  King  of  the  Golden  River — The  Treasure  Valley  restored 
to  its  former  usefulness  and  beauty  for  Gluck. 


1.    If    the   teacher  prefers   to   insert  a  Bible   story,  the   story  of  "The  Two  Mites  "  can  be  used. 


196  LET     OTHEKS     BE     FIRST 

TEE  LESSON 

Point  of  Contact.  — Is  there  a  boy  here  who  has  a  brother? 
two  brothers? 

STOBY 

In  a  wonderful  valley  lived  three  brothers,  Schwartz,  Hans, 
and  Gluck.  Schwartz  and  Hans,  the  two  older  brothers,  had 
not  a  friend  in  the  valley,  or  all  the  country  around.  Even 
the  birds  flew  away  when  they  saw  them,  for  they  knew  they 
would  point  their  guns  toward  them,  if  they  could  get  near 
enough. 

Gluck  was  loved  by  the  bees,  birds,  and  flowers.  Every 
living  thing  in  that  valley  lifted  its  head  when  it  heard  his 
footsteps  approaching.  The  bees  knew  he  would  not  touch 
one  of  their  nests,  the  birds  had  seen  him  put  out  threads  for 
them  to  weave  into  their  houses,  and  the  flowers  had  felt  his 
warm  hand  holding  them  out  of  the  path,  lest  he  should 
harm  one  of  them  in  his  walks  through  the  valley. 

It  was  called  Treasure  Valley.  On  all  sides  were  the 
mountains  as  if  to  protect  it  from  harm.  From  their  snowy 
tops  flowed  many  streams,  one  of  which,  as  it  came  down  the 
mountain,  fell  over  the  rocks  in  a  great  waterfall.  When  the 
sun  shone  upon  the  waterfall,  it  was  like  gold.  This  gave  the 
streamlet  its  name.  Golden  Eiver. 

When  all  the  country  around  was  dried  up  with  heat,  there 
was  rain  in  the  valley.  Its  hay  was  so  tall,  its  apples  so  red, 
its  grapes  so  blue,  and  its  honey  so  sweet,  that  men  called 
the  place  Treasure  Valley. 

The  whole  valley  belonged  to  Schwartz,  Hans,  and  Gluck. 
Schwartz  and  Hans  cared  nothing  for  it  except  for  the  money 
it  brought.      They  shot  the  blackbirds  for  pecking  the  fruit, 


LET     OTHERS     BE     FIRST  197 

they  poisoned  the  crickets  for  eating  the  crumbs  in  the 
kitchen.  They  stoned  the  pigeons  for  gathering  kernels  of 
wheat.  They  pulled  up  the  flowers  that  grew  by  the  road- 
side, and  planted  potatoes  and  onions. 

Gluck  loved  every  tree,  every  stump,  every  blade  of  green 
grass.  He  often  looked  at  the  fields  of  tall  wheat,  and  won- 
dered why  everything  grew  in  the  valley  when  all  the  country 
around  was  bare.  He  climbed  the  hills,  where  the  brothers 
had  not  yet  plucked  the  flowers.  The  white  lily  bells  as  they 
swayed  in  the  breeze,  seemed  to  say  they  were  glad  they 
could  blossom,  glad  for  the  showers  and  the  sunshine  and  all 
the  beauty  around  them.  Gluck  was  glad,  too,  and  would 
have  given  of  the  fruits  of  the  valley  to  all  the  people 
around;  but  his  brothers  gave  him  not  one  kernel.  They 
kept  all  the  harvest  and  stored  it  away  for  themselves. 

One  evening  when  Gluck  had  been  left  at  home  to  get 
dinner  and  keep  the  fire  burning,  there  came  a  knock  at  the 
door.  He  ran  and  opened  it  wide,  and  there  on  the  step  stood 
a  little  old  man.  He  was  dressed  in  a  slashed  doublet  of 
gold  cloth,  over  which  hung  his  long  hair  and  beard.  He 
wore  yellow  trousers  and  boots,  and  a  black  cap  with  a  plume. 

"  Hello,  Gluck,  my  boy,"  said  the  stranger.  "  May  I  come 
in  and  get  warm  by  your  fire  1 " 

"  Yes,  sir,"  was  Gluck's  answer ;  "  but  please  do  not  stay 
long  for  my  brothers  will  be  coming  home;"  whereupon  the 
little  old  fellow  walked  in  and  sat  down  by  the  stove.  The 
mutton  was  spluttering  in  the  spider,  and  the  whole  house 
smelled  of  butter  and  gravy.  "  How  hungry  he  looks  !  "  Gluck 
was  thinking.  "  I  wish  I  could  give  him  a  piece  of  the  meat, 
but  Schwartz  and  Hans  would  never  forgive  me.  They  said 
I  might  have  a  small  piece  —  I  know  —  I'll  give  him  my 
piece."  He  cut  out  a  small  piece  of  hot  meat,  and  was  going 
to   hand   it   to   the   little   old   man,  when   there  came   a   loud 


198  LET     OTHEKS     BE     FIRST 

knock  at  the  door.  Gluck  knew  that  knock  well.  With 
trembling  hands  he  fitted  the  meat  back  into  its  place,  and 
turned  toward  the  door.  He  had  his  hand  on  the  latch,  when 
the  little  stranger  laid  his  hand  on  Gluck' s  arm. 

"  Gluck,"  he  said,  "  I  am  the  King  of  the  Golden  River. 
I  ripen  the  wheat  fields  and  bring  the  rain  to  the  valley  ;  but 
because  of  your  brothers  I  am  going  to  dry  up  the  valley. 
I  want  you  to  be  happy,  and  I  am  going  to  tell  you  a  secret. 
Whoever  will  climb  the  mountain,  and  pour  three  drops  of 
pure  water  into  the  golden  waterfall,  for  him,  and  him  only, 
the  flowers  and  rain-falls  shall  come  again  to  the  valley."  So 
saying,  the  King  disappeared.  Gluck  opened  the  door  for  his 
brothers. 

That  night  Gluck  slept  in  the  cellar.  When  he  crawled 
into  bed  his  back  was  all  bruises,  and  when  he  fell  asleep  he 
breathed  in  half  broken  sobs  — all  because  he  had  cut  that 
small  piece  of  meat  from  the  mutton. 

The  next  morning  he  was  awakened  by  his  brothers'  loud 
talking.  They  were  angry,  he  knew.  He  was  wondering  what 
was  the  matter,  when  his  eye  fell  on  the  window.  The 
trees  outside  had  lost  all  their  leaves,  the  wheatfields  were 
bare  —  Treasure  Valley  was  covered  with  sand. 

Gluck  jumped  out  of  bed,  and  dressed  himself.  He  ran 
up  stairs,  and,  before  he  knew  what  he  was  doing,  he  had 
told  those  brothers  the  secret.  Strange  to  say,  he  was  not 
sorry  when  he  had  done  it.  He  felt  better.  All  night  he  had 
dreamed  of  the  secret,  of  how  the  brothers  would  like  to 
climb  the  mountains  and  pour  the  pure  water  over  the  great 
waterfall.  It  was  selfish  to  keep  it  all  to  himself.  He  was 
glad  he  had  told  it. 

That  very  day  the  two  brothers  started,  each  with  a  flask 
filled  with  the  purest  water  he  could  find  in  the  valley.  They 
went  up  the  mountain. ^     On  the  way  they  passed  an  old  man, 

1.    Use   the  blackboard. 


LET     OTHERS     BE     FIRST 


199 


who  was  tired  and  thirsty.  He  asked  them  for  water,  but  they 
pushed  him  aside.  They  passed  a  sick  child,  lying  half  dead 
in  tlie  sand,  Schwai'tz  kicked  it  out  of  his  path.  They  passed 
a  dog  that  had  fallen  and  could  not  get  up.  Hans  threw  a 
stone  at  it.     They  reached  the  waterfall  and  poured  in  all  the 


"Whosoever  shall  give  to  drink,  unto  one  of  these  little  ones,  a  cup  of   cold  water 
.  .  .  ,  I  say  unto  you,  he  shall  in  no  wise  lose  his  reward  " 

Matthew  10:42 

water.  The  valley  was  still  dry  and  barren,  and  the  brothers 
were  never  seen  more. 

Gluck  waited  long  days  and  nights,  but  they  did  not  come 
home.  One  morning  he  said  :  "  If  they  don't  come  today  I 
will  go  up  the  mountain  myself. 

The  next  afternoon,  with  a  small  flask  of  water,  he  started. 
As  he  climbed  up  the  mountain  he  could  see  far  above  him 
the  bright  waterfall.  The  path  was  steep,  and  the  boy  was 
beginning  to   grow  thirsty,  when  he  saw  an  old  man  coming 


200  LET     OTHERS     BE     FIRST 

down  the  path  toward  him.  The  old  man  tottered  on,  coming 
nearer  and  nearer.  Then,  letting  his  weight  fall  on  a  heavy- 
staff,  he  put  out  his  hand,  saying:  "My  son,  I  am  thirsty,  will 
you  give  me  some  of  the  water  ? " 

Gluck  handed  him  the  flask.  "Only  please  don't  drink  it 
all,"  said  he.  But  the  old  man  drank  a  great  deal,  for  when 
he  gave  back  the  bottle  it  was  two -thirds  empty.  Gluck  went 
on.  Some  way  the  path  was  not  quite  so  steep  as  when  he 
first  started.^ 

About  half  way  up  the  mountain  he  came  upon  a  little 
child  in  the  sand.  At  first  the  boy  thought  it  was  sleeping; 
but  as  he  came  nearer  it  opened  its  eyes,  and  stretched  out 
its  arms  toward  the  flask.  Gluck  knelt  down,  unscrewed  the 
cork,  lifted  the  little  head  in  his  arms,  and  poured  all  but  a 
few  drops  of  the  water  between  the  hot  lips.  The  child 
opened  its  eyes,  stood  up,  and  the  next  minute  ran  away  down 
the   hillside. 

Gluck  had  never  felt  so  happy  in  his  life.  He  leaped,  he 
bounded  on.  How  long  he  ran  he  could  not  tell,  but  the 
waterfall  seemed  nearer  and  nearer.  He  took  out  the  flask, 
put  it  to  his  ear  and  shook  it.  He  looked  into  it — only  five 
or  six  drops  were  left.  He  was  hanging  it  to  his  belt  again, 
when  he  caught  sight  of  a  small  dog  lying  on  the  rocks  not 
far  away.  Gluck  went  over  and  stood  beside  it.  The  dog 
was  sick,  and  had  fallen  there  on  the  rocks.  How  thirsty 
he  must  be  !  Gluck  unclasped  the  flask,  and  looked  up  at  the 
waterfall  not  far  away.  Tears  came  into  his  eyes.  "Poor 
beastie,  you  will  be  dead  if  I  wait  until  I  come  back."  He 
opened  the  flask,  and  gave  the  dog  every  drop  of  the  water. 

The  water  was  gone,  but  before  Gluck  stood  his  old  friend, 
the  King  of  the  Golden  River.  There  he  was,  slashed  doublet, 
yellow  trousers,  and  all. 

1.   Use  the  blackboard. 


LET     OTHERS     BE     FIRST  201 

"Thank  you,"  said  the  little  King,  lifting  his  plumed  cap. 
Gluck  bowed. 

"I'm  glad  you  have  come,"  said  the  King,  holding  out  his 
small  hand.  "The  water  your  brothers  poured  into  my  stream 
was  not  pure." 

"And  mine  is  all  gone."  Gluck  smiled,  for  the  little  fellow 
looked  so  kindly  he  could  not  feel  afraid. 

The  King  of  the  Golden  River  put  out  his  hand,  and 
plucked  a  lily  that  was  standing  beside  him.  Its  green  stem, 
tall  and  straight,  was  encircled  with  leaves.  Its  six  petals 
were  as  white  as  the  snow  on  the  mountains.  Its  yellow 
stamens  were  powdered  with  dust.  On  the  petals  hung  three 
drops  of  dew. 

"Look,"  said  the  King,  handing  the  lily  to  Gluck,  "cast 
those  into  the  river,  and  go  down  into  the  valley."  As  he 
spoke  the  King  disappeared. 

Gluck  held  fast  to  the  lily.  He  looked  up  at  the  blue 
sky,  then  down  at  the  golden  waterfall.  His  hand  trembled. 
Lifting  the  lily  he  watched  the  three  drops  fall  into  the 
stream.     Then  he  looked  down  into  the  valley. 

A  river,  like  the  Golden  River,  was  flowing  among  the 
heaps  of  dry  sand.  Grass  was  springing  up  beside  the  new 
stream.  Pink,  blue,  yellow,  and  white  flowers  were  opening 
along  the  roadsides.  Birds  were  singing,  butterflies  unfold- 
ing their  wings,  bees  coming  out  into  the  light,  and  wheat 
flelds  were  ready  for  harvest. 

It  was  the  old  Treasure  Valley.  Gluck  saw  it,  and  knew 
it  was  his.  He  started  down  the  mountain.  As  he  ran  on 
toward  the  valley,  bees,  birds,  streams,  and  the  breezes  that 
made  the  leaves  rustle,  all  seemed  to  be  asking:  "How  did 
the  King  know  those  dew-drops  were  made  of   pure  water ?"^ 


1.    This  lesson  is  especially  adapted  to  the  Thanksgiving  season.    The  picture  shows  a  Valley 
like  the  Treasure  Valley. 


Cbristmas 

WINTER     SEASON 

"For  unto  you  is  born  this  day  in   the    city   of   David    a  Saviour,  which   is 
Christ  the  Lord."— i(/A:e  2  :  11. 

"Not  what  we  give,  but  what  we  share, 
For  the  gift  without  the  giver  is  bare: 
Who  gives  himself  with  his  alms  feeds  three, 
Himself,  his  hungering  neighbour,  and  me." — Lowell. 

^HE  Christmas  thought  is  twofold  : 

I.  Why  the  world  rejoices   at  Christmas  time. 

II.  How    the   Christ    wonld    have   His    children 
celebrate  the  Christmas  festival. 

''  'Tis    the   season   for   kindling  the  fire  of    hos- 
pitality in  the  halls,  the   genial  flame  of    charity  in 

the    heart."  —  Wash ing ton  Irving . 

The  topic  will  be  presented  in  five  lessons.  The  Central 
Thought  in  these  lessons  is  "  gifts "  and  their  meaning. 

Gifts  are  an  expression  of  love.  The  world  rejoices  at 
Christmas  because  "Grod  so  loved  the  world,  that  He  gave 
His  only  begotten  Son."  Mindful  of  the  Father's  gifts,  and 
of  the  Christ's  example,  His  children  most  truly  show  their 
love  at  Christmastide  when  they  "Remember  the  words  of  the 
Lord  Jesus,  how  he  said,  it  is  more  blessed  to  give  than  to 
receive,"  and  "Inasmuch  as  ye  have  done  it  unto  one  of  the 
least  of   these  my  brethren,  ye  have  done  it  unto  me." 

The  lessons  are  as  follows: 

Lesson  I.  Gifts,  an  expression  of  love:  "The  Wise  Men." 
"They  presented  unto  Him  gifts."     Matthew  2:11. 

(202) 


CHRISTMAS  203 

Lesson  II.  "Nature's  Gifts"  (in  Winter)  an  expression  of 
the  Father's  love  for  His  children.  "He  givetli  ns  richly  all 
things  to  enjoy." 

Lesson  III.  God's  Greatest  Gift,  "  God  so  loved  the  world 
that  He  gave  His  only  begotten  Son," 

"  This  is  why  the  angels  bright, 
Sang  for  joy  that  Christmas  night." — Song. 

Lesson  IV.  Christmas  is  a  season  for  helping  through 
gifts,  and  "The  only  gift  is  a  portion  of  thyself —  therefore 
the  poet  brings  his  poem;  the  shepherd,  his  lambs;  the 
farmer,  corn;  the  miner,  a  gem;  the  sailor,  coral  and  shells; 
the  painter,  his  picture;  the  girl,  a  handkerchief  of  her  own 
sewing."^  A  Christmas  Gift.  Remember  the  words  of  the  Lord 
Jesus,  how  He  said,  "It  is  more  blessed  to  give  than  to  receive." 

Lesson  V.  The  Christmas  Festival  —  What  is  Christmas 
for  ?  Whom  have  we  helped  ?  A  story  from  real  life  —  some 
home  made  happy  by  the  class.  "  It  is  more  blessed  to  give 
than  to   receive." 


1.  Emersoir.s  Essay,  "Gifts." 


204  CHKISTMAS 

LESSON    I 

Zbc  miQC  men 

The  object  of  this  lesson  is  to  lead  the  child  to  feel  that 
gifts  should  be  an  expression  of  love.  This  thought  is  illus- 
trated by  the  story  of  "The  Wise  Men,"  who  showed  their  rev- 
erence and  love  for  the  Christ  Child  when  they  "worshipped 
Him"  and  then  "opened  their  treasures,  and  presented  unto 
Him   gifts." 

Central  Thought.— Gifts  are  an  expression  of  love.  "The 
heart  of  the  giver  makes  the  gift  dear  and  precious.— Martin  Luther. 

Text.— "And  when  they  had  opened  their  treasures,  they  pre- 
sented unto  Him  gifts."     Matthew  2  :  11. 

Picture.— Journey  of  the  Magi.^     Portaels. 

Song.— "Christmas  Night"  or  "The  First  Christmas."  See  note 
at  close  of  Lesson  III.^ 

LESSON   OUTLINE 

I.  Point  of  Contact:  Gifts.  The  best  gifts  are  not  always  tang- 
ible.    Ruth's  gift  to  Naomi.     The  Shepherd's  gift  to  the  lost  sheep. 

"True  love's  the  gift  which  God  hath  given,  to  man  alone  be- 
neath   the    sun." — Walter  Scott. 

Loving  helpfulness  is  the  best  gift  we  can  give  to  our  friends  at 
Christmas  and  all  the  year. 

1.  The  picture  shows  The  Wise  Men  walking,  but  they  doubtless  made  their  long  journey 
on   camels. 

2.  Beside  the  song  referred  to  in  Lesson  III,  the  songs,  "Shine  Out,  O  Blessed  Star  "  (pfige  63 
of  the  kindergarden  song  book.  Songs  and  Games  for  Little  Ones,  Oliver  Dltson,  Publishers),  and 
"Luther's  Cradle  Hymn  (published  in  leaflet  form  by  Barnard  and  Sons,  Chicago),  are  suggested. 
The  Christmas  season  should  be  one  of  song.  See  Songs,  pages  11  and  12,  Song  Stories  for  the 
Sunday  School. 


CHRISTMAS  205 

II.  The  Wise  Men.  Their  journey.  "And  when  they  were  come 
into  the  house,  they  saw  the  young  child  with  Mary  His  mother, 
and  fell  down  and  worshipped  Him :  and  when  they  had  opened 
their  treasures,  they  presented  unto  Him  gifts  :  gold,  and  frankin- 
cense,  and  myrrh." 

TEE  LESSON 

Point  of  Contact. — Did  you  ever  give  a"  present  to  anyone  ? 

The  other  day  I  had  what  I  thought  as  fine  a  present  as 
was  ever  given  me.  It  did  not  come  in  a  box  tied  with  cord. 
It  did  not  come  through  the  post-office,  or  by  express.  In  fact, 
it  wasn't  anything  you  could  take  hold  of. 

It  was  this:  There  was  a  sick  child  in  our  house,  and  I 
had  taken  care  of  her  all  night  and  all  day.  Some  one  heard 
about  it  —  a  little  friend  of  ours.  That  little  friend  told  her 
mother,  and  they  made  a  plan.  In  the  afternoon  they  came 
to  our  door,  and  the  mother  said  she  wanted  to  take  care  of 
our  little  girl  while  I  went  home  with  her  child,  and  had  a 
good  time  and  some  rest. 

Of  course  I  went.  The  little  girl  and  her  father  took  me 
for  a  drive  with  their  fine  team  of  horses,  and  after  supper 
we  played  games  and  sang  songs.  I  almost  forgot  I  was 
tired,  and  when  it  was  time  to  go  home  I  felt  as  if  I  had  had 
a  vacation.  That  was  the  present  of  a  good  time.  Do  you 
know  what  that  present  told  me  ?  It  told  me  those  friends 
loved  me  even  more  than  I  knew. 

How  do  we  know  the  Good  Shepherd  loved  his  sheep  ? 
He  gave  himself  for  them  — that  was  the  greatest  of  all  gifts. 

How  do  we  know  Euth  loved  Naomi?  She  would  not 
leave  her  alone,  but  went  with  her.  That  was  a  part  of  her- 
self, wasn't  it?  She  worked  for  her,  too,  and  that  was  more 
of   herself.^ 


I.    The  teacher  can  enlarge  upon  this  thought  as  she  thinks  wise. 


206 


CHRISTMAS 


8T0BY 

One  evening  the  people  of  a  far-away  town  saw  three 
camels  coming  slowly  down  the  street.  Under  each  tent,  that 
hung  over  the  high  saddle,  sat  a  strange  man.  The  camels 
swung  themselves   along  as  if    they  could  travel   at  that  pace 


PortaeU 

"And  when  they  had    opened  their  treasures,  they  presented   unto    Him  gifts." 

Matthew  2  :  11 

forever.  But  the  men  seemed  to  be  looking  for  something  — 
first  to  the  right,  and  then  to  the  left,  they  glanced.  Once  or 
twice  they  stopped  and  asked  a  question  of  some  passer-by. 
Then  they  went  on,  while  the  man  whom  they  had  questioned 
turned  and  watched  them  saying  :  "  They  have  come  a  long 
way.  They  have  seen  a  star,  so  they  say,  and  are  come  to 
worship  a  King. 


CHRISTMAS  207 

Tho  oamols  went  on  till  they  came  to  the  village  inn. 
There  the  men  drew  them  uj).  When  the  camels  had  kneeled 
the  three  men  stepped  out  on  the  ground.  They  had  traveled 
so  far  they  could  hardly  believe  that  this  was  the  place. 
Across  the  great  sandy  desert  they  had  come,  each  from  his 
own  far-away  land.  Each  told  of  the  same  star  that  had  led 
him  until  the  three  men  had  met,  and  found  they  were 
going  to  see  the  same  King,  a  King  who  was  to  show  all 
people  how  to  "love  one  another."  Each  told  of  books  he  had 
read,  and  together  they  talked  of  the  stars  which  they  had 
studied  night  after  night. 

There  by  the  inn  the  Wise  Men  were  talking  it  over.  Pres- 
ently one  of  them  walked  across  the  yard,  his  long  robes 
making  dark  shadows  in  the  moonlight,  and  went  into  the 
inn.  He  soon  returned  with  a  servant,  who  pointed  toward 
a  cave  where  the  cattle  were  kept.  The  three  men  started, 
and  then  as  if  they  had  forgotten  something,  went  back  to 
their  camels.  Each  drew  a  bag  from  the  saddle,  looked  into 
it  and,  smiling,  held  it  fast  under  his  robe.  Then  they  hur- 
ried on  to  the  cave,  while  the  man  led  the  camels  away. 
When  they  reached  the  cave,  there  above  it,  shining  in  the 
darkness,  was  the  star.  The  three  men  stopped,  pointed  to- 
ward it,  and  then  went  in.  That  moment  the  star  disap- 
peared.^ 

In  the  farther  end  of  the  cave  they  found  Joseph  and 
Mary,  leaning  over  a  manger  where  lay  a  Baby,  asleep. 

"  Is  it  He  ?  "  ask  the  Wise  Men. 

Mary  answered :  "  It  is  Jesus,  the  same  Whom  thou 
seekest." 

The  Wise  Men  stood  still.  Folding  their  hands  on  their 
breasts  each  breathed  a  prayer.  Then  they  knelt  by  the 
manger  and  worshipped  the  Christ. 

1    Read  Book  I  of  Ben  Hur. 


208 


CHRISTMAS 


As  they  stood  up  again,  one  by  one  they  took  out  the 
bags,  and  emptied  them  there  on  the  floor.  Gold  and  sweet 
spices,  or  perfumes,  the  most  costly  ones  they  could  bring, 
lay  in  three  piles  by  the  manger.  This  done,  each  threw 
down  his  bag.  Even  that  should  be  left.  And  the  Wise  Men 
were  gone. 


ZTbc  iftret  Cbristmae. 


Rmilie  Poulsson. 


:q: 


--it- 


1.  Once   a       lit  -  tie       bii  -  by     lay 

2.  15y      the   sliin-ing      vis  -  ion  tiiught, 

3.  Aiul    to  -  (lay    the   whole  glad  earth 


J=,=J: 


MAROABET  BRAnFOKD  MORTON. 


3=^s3=; 


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the 


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Crad  -  led    on      the    fra  -  grant  hay, 
Shepherds  for     the  Christ-child  sought, 
Prais  -  es     God   for    that  Child's  birlh, 


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J. 


', — j_  -^ — ^— ^ ^ 


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Long   a   -   go      on      Christ    -    mas ;       Strang-er     bed      a      babe  ne'er  found, 
"Long   a   -   g)      on      Christ    -    mas;       Guid  -  ed      in        a      star-  lit    way, 
Long   a   -  go      on      Christ    -    uias ;       For       the  Life,    the  Truth,  the  Way, 


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Woud  -  'ring      cat   -     tie 
Wise       men      came    their 
Came       to         bless     the 


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stood  a     -  round, 

gifts  to  pay, 

earth  that  day, 

— I 1 


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Long 
Long 


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go 
go 
go 


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on 
on 


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Christ 
Christ 
Christ 


j=^ \-z 


mas, 
mas, 
mas. 


Long 
Long 
Long 

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go 
go 
go 

I 


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on 
on 


Christ 
Christ 
Christ 


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Used  by  arrangement  with  the  Oliver  Difson  Company,  owners  of  the  copyright. 

1209) 


210  CHRISTMAS 

LESSON     II 

mature'6  (Biffs 

Today  we  have  a  lesson  presenting  Nature's  Winter  gifts, 
and  leading  the  child  to  feel  these  gifts  to  be  an  expression 
of  the  Father's  love  for  His  children. 

Central  Thought.— Nature's  gifts  are  an  expression  of  the 
Father's  love  for  His    children.     "God's  love  gives  in   such  a  way 

that  it  flovi^s   from  a  Father's  heart,  the  Avell-spring  of  all  good." 

— Martin  Luther. 

Text.—"  He  giveth  us  richly  all  things  to  enjoy."  I  Timothy  6:17. 
Picture.— The  Challenge.     S.  Sidley. 
Song.— "  Winter  Hymn." 

LESSON   OUTLINE 

I.  Point  of  Contact:     Song,  "Winter  Hymn."^ 

Review  of  Story  "The  Wise  Men" — their  gifts  an  expression  of 
their  love. 

II.  How  do  we  know  the  Heavenly  Father  loves  ns  ? 
"Nature's  gifts  "in  December  (today)  an  expression  of  the  Father's 

love  for  us.     "He  giveth  us  richly  all  things  to  enjoy." 
HI.  Praj^er:     "Father  we  thank  Thee." 

THE   LESSON 

Point  of  Contact. — Last  winter  we  had  a  song  about  the 
Winter    Day.      Now   that    the   winter   days   are   coming    again 

1.  See  Lesson  I,  Topic  I.  The  Song  suggested  with  Lesson  IV  of  the  Christmas  topic  can  also 
be  introduced  with  this  lesson,  if  the  the  teacher  chooses. 


CHRISTMAS  211 

would  you  like  to  sing  it?  (Sing  the  song,  developing  it,  line 
by  line,  for  the  sake  of  the  children  who  were  not  in  the  class 
when  it  was  developed  before.) 

Why  does  the  Father  give  the  children  "home  and  food?" 
Why  does  He  give  the  bird  his  warm  coat  of  feathers  ?  The 
lamb  his  thick  coat  of  wool  ?     Because  He  loves  them. 

STORY 

There  was  once  a  small  boy  to  whom  old  Old  Santa  Glaus 
brought  a  new  sled.  Christmas  morning  he  found  the  sled 
under  his  stocking.  ! 

But  when  he  looked  out  of  the  window  so  much  snow  had 
come  in  the  night  that  he  wondered  how  Santa  Glaus  ever  got 
through  with  his  big  load  of  gifts.  The  road  was  piled  full, 
the  walks  were  way  down  out  of  sight,  and  the  trees  were 
bending  their  branches,  for  they  were  loaded  with  snow. 

The  small  boy's  face  in  the  window  grew  long  and  sour. 
He  couldn't  go  out  with  his  sled.  All  the  other  things  Santa 
Glaus  brought  him  he  seemed  to  forget.  He  might  have  had 
such  a  good  time  by  the  fire;  but  instead,  all  that  Christmas 
Day  he  kept  his  long  face. 

That  night  when  his  father  carried  him  off  to  bed  the 
small  boy  asked  for  a  story  —  a  fairy  story.  This  was  the 
story  he  heard  : 

Long  years  ago,  before  Jesus  came  to  the  world,  and  be- 
fore people  knew  that  everything  about  us  told  of  God's  love, 
an  old  Indian  said:  "I  don't  see  what  winter  is  for.  I  can't 
fish,  and  the  snow  blocks  the  paths  so  that  sometimes  I  can't 
even  hunt.     I  would  rather  live   in  a  world  without  winters." 

That  night  when  the  Indian  sat  by  his  fire  a  little  brown 
fairy  stepped  out  on  the  floor  right  in  front  of  where  he  was 
sitting.     It  opened    the  door  of  his  wigwam,  saying:   "Watch, 


212 


CHRISTMAS 


and  see  what  will  happen."  Just  then  the  wind  blew  a  cloud 
of  snow  into  the  room.  The  snow  fell  on  the  floor  near 
the   fire,  and  melted.     More   snow  blew  in;    that  melted,  and 

then  it  began  melt- 
ing outside  the  door. 
The  Indian  looked. 
Around  the  door  it 
was  melting,  leaving 
the  brown  earth  bare 
and  wet.  Everywhere 
the  snow  was  melting, 
and  only  mud  and  wet 
grass,  not  green  but 
brown,  was  left  in  its 
place.  The  icicles  fell 
to  the  ground,  and 
then  melted  into  small 
streams  and  ran  down 
the  path. 

"You  must  put  up 
your  snow  shoes,  for 
you  will  never  wear 
them  again,"  said  the 
fairy.  "  There  will  be 
no  more  snow  and  ice 
until  —  well  —  until  I 
come  again.  No  skat- 
ing, no  sleighing,  no 
ice  for  summer  —  and 
some  other  things  will  be  missing  that  you  have  not  thought 
of  yet."     So  saying,  the  fairy  was  gone. 

The  Indian  took  down  his  pole  and  line,  and  started  out  to 
go  fishing.     As  he  went,  he  noticed  how  brown  the  grass  was. 


'  Who  giveth  us  richly  all   things   to   enjoy " 

I  Timothy  6  :  17 


CHKISTMAS  213 

Then  he  thought,  "Why,  the  snow  kept  it  warm.  It  will  die." 
On  a  log,  the  old  Indian  sat  down,  saying:  ''What  has  the 
brown  fairy  done  ?  " 

"The  wheat  and  rye  will  die,  too,  and  there  will  be  nothing 
for  bread,  or  for  the  cattle  to  eat."  Then  he  hoped  it  would 
grow  warm.  But  as  he  thought  about  that,  he  said,  "the 
trees  would  leaf  out,  and  there  would  be  no  time  for  them 
to  rest,  so  they  would  die,  too;  for  if  I  am  an  Indian  I  know 
that  trees  have  to  rest,  and  there  would  be  no  maple  syrup, 
for  the  sap  would  never  go  to  the  roots." 

But  the  snow  and  ice  did  not  come  back.  There  was  only 
the  grain  that  the  farmers  had  stored  in  their  barns.  Tlie 
Indian  had  to  walk  long  miles,  and  trade  fish  for  it.  There 
was  no  hunting,  for  the  deer  had  all  died.  And  when  Autumn 
came  the  Indian  might  have  died,  too,  but  the  brown  fairy 
came  back. 

He  found  the  Indian  by  his  fire  again.  All  the  fairy  said 
was,  "You  had  forgotten  that  it  was  the  Heavenly  Father 
who  sends  the  Winter  because  He  loves  you." 

The  fairy  opened  the  door.  The  Indian  looked.  It  was 
Winter  again. 

All  he  said  was:   "I  know  now  what  it's  all  for." 

The  story  was  done,  but  the  small  boy  was  not  ready 
for  bed. 

His  father  said :  "  Which  of  all  your  Christmas  gifts  was 
the  best?" 

He  did  not  answer,  but  he  thought  it  was  that  wild 
Winter  day. 

Shall  we  thank  the  Father  for  Winter?  It  is  His  gift.  It 
tells  us  He  loves  us,  just  as  the  Wise  Men's  gifts  told  of  their 
love  to  Jesus.  1 

Repeat,  with  the  children,  the  "  Thank  You"  prayer. 

1.  See  suggestion  at  close  of  next  lesson.  The  teacher  can  ask  the  children  about  their  old 
toys,  and  plan  for  the  giving  today  if  she  prefers.  Be  governed  by  the  point,  in  the  Christmas 
Lesson  series,  where  Ciiristmas  Day  falls. 


214  CHRISTMAS 

LESSON    III 

(Bob*0  Greatest  (5ift 

The  story  shows  the  love  of  the  Father  in  giving  to  the 
world,  on  that  first  Christmas  morning,  the  Christ. 

"God  sent  us  that  loving  baby, 
From  his  home  in  Heaven  above." 

Central  Thought.— The  love  of  the  Father  in  sending  the 
Christ  to  the  world.  Because  the  Christ  came  "  all  the  earth  "  re- 
joices at  Christmastide. 

Text.— "God  so  loved  the  world,  that  He  gave  His  only  begot- 
ten Son."     John  3  :  16. 

Song.— "Christmas  Night." 

Picture.— Birth  of  Christ.     Le  Rolle. 

LESSOK   OUTLINE 

I.  Point  of  Contact:     Review  of  story — ''The  Wise  Men." 

II.  Story— "God's  Greatest  Gift." 

The  shepherds  of  Bethlehem,  the  stables,  Mary,  Joseph,  the  Christ 
Child. 

III.  What  the  Christ  did  for  us  in  coming  to  the  world. 

"  I  hear  the  bells  on  Christmas  day, 
Their  old,  familiar  carols  play. 
And  wild  and  sweet  the  words  repeat, 
Of  'Peace  on  earth,  good  will  to  men.'" 

— Longfellow. 

IV.  Development  of  stanza  I  and  II  of  Song,  "  Christmas  Night." 


CHRISTMAS  215 

THE   LESSON 

Point  of  Contact.— 1  know  of  a  small  girl  who  is  busy 
these  days  making  a  Christmas  present  for  her  father.  Every 
night  after  school  she  goes  to  her  room  and  works  — stitch, 
stitch,  stitch. 

When  it  is  finished,  when  Christmas  morn  comes,  and 
that  father  sees  what  she  has  done,  sees  all  the  fine  stitches 
that  have  been  put  in  so  cai-efully,  do  you  think  he  will  know 
that  his  little  girl  loves  him? 

STORY 

Long,  long  ago,  all  the  world  had  forgotten  about  the 
love  of  our  Heavenly  Father.  Men  talked  like  the  old  Indian 
who  did  not  know,  until  the  snow  and  ice  had  melted  away, 
that  they  were  gifts  from  the  Father,  to  tell  of  His  love. 

They  had  forgotten,  too,  how  to  "love  one  another."  The 
mothers  and  grandmothers  were  not  cared  for  as  they  are 
in  our  homes  today,  and  children  were  often  left  to  die  on 
the  hills.  There  were  no  hospitals  where  the  sick  could  be 
cared  for,  and  no  homes  for  children  who  had  no  fathers 
and  mothers. 

The  Heavenly  Father  pitied  his  children,  and  wanted  them 
to  feel  how  much  He  loved  them.  So  He  said,  I  will  make 
a  glad  Christmas  Day,  and  a  most  wonderful  gift  shall  tell 
of  my  love.  I  will  send  Jesus  to  help  all  the  world,  and  He 
shall  be  the  first  Christmas  gift.  Surely  His  love  will  show 
others  how  to  "love  one  another." 

So  it  happened  that  one  winter  night  — shall  I  read  you 
about  it?     (Read  from  the  Bible,  Luke  2:  8.) 

Perhaps  it  was  a  cold  night,  and  they  were  taking  turns 
watching  the  sheep.     One  would  pass  up  and  down  among  the 


216 


CHRISTMAS 


flocks,  watching  that  no  bear  or  lion  came  out  of  the  woods, 
while  the  rest,  wrapped  in  their  sheepskin  coats,  rested  on  the 
hillside. 

It  was   still.     Nothing   was    heard   save  now  and  then  the 
bleating  of   a  lamb.     The  moon  and  the  stars  were  out.     But 


"  God  so  loved  the  world,  that  He  gave  His  only  begotten  Son." 

John  y  :  16 

for  them  the  whole  world  seemed  asleep  —  shepherds  and  all 
—  except 'the  one  with  the  sheep  —  when  (read  Luke  2:  9). 

The  shepherd  ran  to  those  who  were  sleeping.  They  sat 
up.     They,  too,  saw  the  angel.     (Read  verses  10  to  16.) 

"  So  they  departed."  It  was  a  hilly  path,  and  led  through 
gardens,  where  they  could  see  the  moon  still  shining,  and  on  to 


CHIUSTMAS  217 

the  village,  to  the  village  inn,  and  to  the  cave  where  the  cattle 
were  koi)t.  Here  they  found  Joseph  and  Mary,  with  the  won- 
derful Babe,  "  wrapped  in  swaddling  clothes,  and  lying  in  a 
manger."     (Read  verses  17  and  18.) 

People  did  not  know  what  the  gift  of  the  Christ  Child 
meant.  But  the  day  came  when  they  knew.  When  Jesus 
came  to  be  the  Great  Teacher.  Wlien  He  spoke  helpful  words 
to  a  woman  who  had  been  so  wicked  that  all  others  turned 
from  her,^  when  He  healed  a  sick  grandmother,-  when  He 
took  the  children  up  in  His  arms,  when  He  went  into  sad 
homes  to  cheer  those  who  were  in  trouble,  when  He  had  done 
so  many  things  that  were  strange  to  those  people,  and  when  He 
asked  them  to  "love  one  another"  just  as  He  had  loved 
them,— then  they  knew  that  He  came  "to  show  all  people 
how  to  help  and  how  to  love." 

So  they  went  out  to  tell  others,  all  the  world  over,  and 
that  is  how  you  and  I  come  to  know  of  that  first  Christmas 
Day,  of  Jesus'  love,  and  the  Father's.  That  is  why  at  Christ- 
mas time  we  try  to  be  more  loving  than  at  any  other  time 
in  the  year. 

Would  you  like  a  song  that  tells  us  this  story?  (Use  the 
two*  verses  of  "Christmas  Night,"  page  11  of  Song  Stories  for 
the  Sunday  ScJiool.'-^) 

For  whom  can  we  make  Christmas  a  glad  day  this  year? 
For  some  poor  children  ?  (Have  in  mind  some  needy  family 
to  tell  about.     Perhaps  the  children  will  have  suggestions.) 

Could  we  send  them  some  of  our  old  toys,  some  of  the 
old  caps  and  mittens  perhaps  ?  Will  you  ask  mother  about 
it,  and  tell  me  next  week  ? 

(Notes  can  be  written  to  the  parents,  and  pinned  to  the 
coats  of  the  children,  if  the  teacher  deems  wise.) 


1.  Luke  7  :  37. 

2.  Matthew  8  :  14. 

3.  This  song  can  be  used  with  Lesson  I  if  the  teacher  chooses. 


218.  CHKISTMAS 

LESSON  IV 

a  Cbrietmas  6\tV 

The  story  is  of  a  boy  whose  Christmas  gift  was  a  loving- 
sacrifice. 

Central  Thought.  — Christmas  is  a  time  for  making  others, 
happy. 

Text.  —  "  Ring,  ring,  happy  bells. 

Bells  of  Christmas!  "  _  Song 

Songs.— "Christmas  Night,"  and  "There's  a  Work  for  Me." 

Picture.  — Christmas  Chimes.     Blashfield.  ^°°^' 

LESSON  OUTLINE 

I      Point  of  Contact  :     Christmas,  and  Christmas  Gifts. 

II.  Story — "A  Christmas  Gift."  "It  is  more  blessed  to  give 
than    to   receive." 

III.  Songs  — "Shine  out  O,  Blessed  Star!"  2  "Christmas  Night," 
"There's  a  Work  for  Me  and  a  Work  for  You,"^  and  "The  First 
Christmas." 

THE   LESSON^ 

Point  of  Contact. — Is  there  a  boy,  or  girl,  here  who  ever 
earned  any  money  ?  How  did  you  earn  it  ?  What  did  you 
do  with  it? 


1.  Teachers  ■will  find  the  story,  "  Why  the  Chimes  Rang,"  (published  in  pamphlet  form  by 
the  Kindergarden  Literature  Company  of  Chicago)  most  effective  with  this  lesson.  Selections  from 
The  Christ  Child  Tales  (same  publisher)  can  also  be  used  at  the  Christmas  Season. 

2.  All  the  songs  are  suggested,  as  this  should  be  the  happiest  Sunday  of  the  year  for  the 
children.  If  the  songs  suggested  are  all  new  to  your  class,  use  only  those  best  adapted  to  your 
children. 

3.  The  teacher  can  help  the  children  in   making  and  carrying  out  plans  of  helpfulness. 

4.  In  connection  with  the  Christmas  work  read  the  story  "  The  Other  Wise  Man "  by  Van 
Dyke.      This  could  be  adapted  to  tell  to  the  children. 


CHEISTMAS  219 


STORY 


Howard  Brown  had  five  cents  in  his  pocket,  three  pennies 
and  a  two -cent  piece.  Howard  was  eight,  and  he  had  been  just 
a  week  earning  those  pennies. 

One,  an  old  lady  had  given  him  for  cleaning  the  snow 
from  her  walk.  Another,  the  baker  had  paid  him  for  taking 
a  bag  of  cookies  to  a  house  in  the  next  block  —  how  good 
those  cookies  had  smelled.  Howard  could  not  remember 
when  he  had  had  a  brown  ginger  cookie.  The  third,  an  old  man 
who  lived  in  the  next  street,  had  put  into  his  hand  one  morn- 
ing when  Howard  came  to  tell  him  the  druggist  sent  word 
that  he  was  wanted  at  the  telephone.  And  the  two -cent  piece 
he  had  worked  for  a  whole  afternoon,  helping  the  carpenter 
clear  the  shavings  out  of  his  shop. 

Howard  could  not  go  to  school  in  his  old  ragged  clothes, 
and,  as  there  was  no  fire  at  home,  he  wandered  about,  in 
and  out  of  the  shops  where  he  could  warm  his  hands  and 
feet,  and  perhaps  find  something  to  do.  He  had  no  mother  or 
father;  only  an  aunt  who  went  out  every  morning  to  wash, 
leaving  the  fire  to  go  out,  and  their  one  room  to  grow  cold 
long  before  noon.  There  was  always  something  in  the  cup- 
board for  him  to  eat  —  bread,  and  sometimes  a  cold  egg,  or  a 
piece  of  bacon  left  from  their  breakfast.  But  there  were  no 
cookies  or  pies,  and  only  on  extra  days,  like  his  birthday,  did 
he  find  an  apple  or  orange. 

As  Howard  walked  down  the  street,  his  hand  in  his  pocket, 
holding  fast  to  those  pennies  and  the  two -cent  piece,  he  was 
thinking  what  he  would  do  with  them.  The  windows  were 
full  of  candies  and  toys,  for  it  was  the  day  before  Christmas. 

Once  he  thought  he  would  take  the  pennies  and  two -cent 
piece  home,  and  put  them  in  his  bank,  for  he  hoped  some  day 
to  have  enough  for  a  pair  of  skates.     Then  he  thought  of  his 


220 


CHRISTMAS 


aunt,  and  wondered  if  he  could  get  something  to  make  Christ- 
mas a  happy  day  for  them  both. 

As  he  walked  down  the  street,  the  ambulance  passed  him. 
A  crowd  of  boys  were  following,  and  one  of  them  called: 
"  George  Johnson's  father  is  hurt,  and  they're  taking  him 
away."      George   Johnson's   father    was   the   blacksmith,    and 

George  was  one  of  Howard's 
best  friends.  Howard  did  not 
follow  the  crowd,  but  turned, 
and  ran  off  toward  the  shop. 
He  climbed  the  stairs  that  led 
to  the  small  room  above,  and 
there,  on  the  floor,  found  George 
all  alone,  crying  as  if  his  heart 
would  break.  They  had  taken 
his  father  to  the  hospital,  but 
would  not  let  George  go  —  there 
would  be  no  place  for  him,  they 
had  said. 

Howard  brought  him  a  drink 
of  water,  and,  after  some  coax- 
ing, George  agreed  to  go  home 
with  him,  for  Howard  thought 
his  aunt  would  go  to  the  hospi- 
tal with  George.  The  two  boys 
walked  down  the  street,  arm 
in  arm,  turned  in  at  a  small 
alley,  went  up  the  steps,  and  on  up  the  stairs  together. 
Aunt  Helen  had  supper  on  the  table  and,  though  there 
was  nothing  but  bread,  milk,  and  crackers,  the  boys 
thought  it  a  first-class  supper.  George  emptied  his  bowl, 
thinking  all  the  time  of  how  Aunt  Helen  had  promised  to 
take  him  over  to  the  hospital  early  the  next  morning.     Only 


Blasnjietd 

"  Ring,  ring,  happy  bells, 
Bells  of  Christmas  !  "     Song 


CHRISTMAS  221 

once    did    he    mention    Ohristnuis,    when    he    said:   "Tomorrow 
ivould  hare  been  Christmas,  if  father  hadn't  got  hurt." 

The  two  boys  were  to  sleep  in  Howard's  small  bed. 
George  soon  fell  asleep,  but  Howard  lay  there  wide  awake. 
After  awhile   he  crawled   ont,  and  crept  into  the  sitting   room. 

There  by  the  window  sat  Aunt  Helen  sewing.  She  was 
making  two  scarfs  just  alike  —  soft  and  red,— and  about  the 
right  size  for  boys  like  Howard  and  George. 

On  two  chairs  hung  two  stockings — Aunt  Helen  had  hung 
them  there,  and  Howard  knew  it  was  because  when  morning 
came  it  would  be  Christmas  Day.  He  had  thought  of  it  when 
he  went  to  bed,  but  he  had  not  said  a  word,  for  he  knew 
there  was  no  money  for  presents. 

Aunt  Helen  said  the  scarfs  were  for  him  and  George,  and 
then  she  asked  him  to  help  her  make  George  happy  that 
Christmas  Day.  She  must  go  out  to  help  with  a  dinner,  but 
she  could  take  George  to  the  hospital  first,  and  bring  him 
back,  and  he  and  Howard  could  have  a  glad  day  together. 
Only  one  thing  — it  was  three  miles  to  the  hospital,  and  she 
must  take  a  car  both  ways.  That  night  she  had  bought  coal, 
and  a  few  things  for  their  small  Christmas  dinner,  and  there 
was  only  one  nickel  left  in  her  purse. 

Howard  thought  a  minute.  Then  he  ran,  and  brought  her 
his  three  pennies  and  the  two -cent  piece.  One  by  one  he 
laid  them  in  her  Imnd,  telling  her  how  he  had  earned  them, 
and  that  he  wanted  her  to  use  them  to  take  George  to  his 
father.  He  thought  of  the  skates,  and  of  how  he  would  prob- 
ably have  bought  a  gift  for  Aunt  Helen,  if  the  ambulance  had 
not  passed  him  just  as  he  was  thinking  about  it.  But  of  this 
Howard  said  not  a  word. 

As  he  laid  the  last  penny  in  Aunt  Helen's  hand,  the 
church  bells  began  to  ring.  Aunt  Helen  took  him  in  her 
arms,    put    five   kisses    on    his    forehead,  and   whispered:    "A 


222  CHRISTMAS 

Merry  Christmas,  dear."  That  minute  a  band  of  women  went 
down  the  street  singing  carols.     It  was  Christmas  Morn. 

A  few  minutes  later  Howard  was  sound  asleep  beside 
George.  He  was  dreaming,  too;  dreaming  that  George  had  found 
his  father  better,  and  that  they  had  a  glad  Christmas  Day 
after  all,  enjoying  the  new  scarfs  and  other  gifts  that  Santa 
Claus  must  have  left. 

And  Howard's  dream  came  true. 

That  Christmas  eve  he  never  forgot.  Often  he  asked  his 
Aunt  Helen:  "Why  did  those  bells  ring  just  as  I  laid  my  last 
penny  in  your  hand?" 

She  never  could  answer,  but  they  both  thought  they  knew. 

Note. — The  story  paves  the  way  for  the  children's  gifts  of  toys  and  clothing. 
Plan  for  the  collecting  and  delivering  of  them.  Let  the  children  take  an  active 
part. 


CHRISTMAS 


')')• 


LESSON    V 


^be  Cbrietinao  ifeetival 

To  give   intelligently  is   to   give  with  a  knowledge  of  what 
becomes  of  one's  gift. 


Central  Thought.— 
Have  we  helped  any  one  at 
this  Christmastide? 

Text.—"  Remember  the 
words  of  the  Lord  Jesus, 
how  He  said,  It  is  more 
blessed  to  give  than  to 
receive." 

Songs.— Same  as  with 
Lesson  IV. 

Picture.— Sistine  Ma- 
donna.    Raphael. 

LESSON   OUTLINE 

I.  Point  of  Contact  : 
Christmas.  What  is  Christ- 
mas for  ? 

II.  Review  of  Christmas 
stories  (at  the  discretion  of 
the  teacher) . 

III.  Know  the  facts  in 
the  ease,  and  tell  the  chil- 
dren of  some  child  or    home 

made  happy  by  them  at  this 
Christmastide. 


'Remember  the  words  of  the  Lord  Jesus,  how 

He    said,  It    is    more    blessed    to    give    than 

to   receive  " 

Acts  20  :  3."; 


224 


CHKISTMAS 


THE   LESSON^ 

Point  of  Contact.— Would  you  like  to  hear  about  the  chil- 
dren to  whom  you  sent  the  toys  and  good  things?  (Tell  where 
they  went,  and  make  a  story- picture  of  the  homes  that  re- 
ceived them.) 

STORY 

The  material  for  this  stow  is  to  be  furnished  by  the  teacher. 


1.    This  is  the  fifty-third  lesson  of  the  year.     It  can  be  omitted  if  it  is   not  needed.     Lesson 
IV  could  close  the  Christmas  topic. 


CHRONOLOGICAL    INDEX 

OLD  TESTAMENT   STORIES 

PAGE 

The  Garden  of  Edeu 39 

Noah's  Ark 36 

The  Altar 115 

Abraham  and  Lot 187 

Rebekah  at  the  Well 96 

Jacob's  Dream 170 

Joseph  Obeys  His  Father  ....       33 

Joseph  Sends  for  His  Father 150 

Miriam  and  Moses 72 

The  Children  of  Israel 174 

Gideon's  Army 81 

Ruth  and  Naomi 165 

Ruth's  Love  for  Naomi 191 

Hannah  and  Samuel 142 

David,  the  Shepherd  Boy 17 

David  Cheers  King  Saul 21 

Naaman  and  Elisha 28 

Solomon's  Temple 119 

NEW  TESTAMENT   STORIES 

God's  Greatest  Gift  — The  Christ  Child \    .  214 

The  Wise  Men 204 

Jesus  in  the  Temple 124 

Christ,  the  Carpenter 100 

Christ  and  the  Fishermen 43 

One  Sabbath  Day  in  Christ's  Life ....  133 

The  Lost  Sheep 129 

O  (225) 


226 


CHRONOLOGICAL     LNDEX 


NEW  TESTAMENT  STORIES— continued 

PAGE 

Stilling  the  Storm 24 

Christ  Blessing  the  Children 84 

Christ  Blessing  the  Children 178 

The  Good  Shepherd 183 

The  Prodigal  Son 146 

The  Alabaster  Box 107 

Christ  and  Lazarus      104 

The  Good  Samaritan 75 

Christ's  Command  —  "Be  of  Good  Cheer" 3 

Washing  the  Disciples'  Feet 87 

Christ  and  His  Mother 154 

The  Eesurreetion      53 

He  is  Eisen!      56 

Paul  and  the  Storm 12 

The  Heavenly  Home 59 


Cards  for  the  Children. 


CHRISTMAS. 


'God's  Greatest  Gift.  I 


-Lc  A. 


God  so  loved  the  world  that  He  gave  His  only 
begotten  Son. 

-JOHN  3:U. 


Copyrighted  1899. 


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